Fast Forward - Page 2
Fast forward is a computer based reading intervention program consisting of seven adaptive exercises designed to improve auditory and language processing by using nonlinguistic and acoustically modified linguistic speed (rapid frequency transitions in speech are slowed and amplitifed). Typically the treatment involves 100 sessions occurring over a 4-6 week period. Gains of 1-2 years improvement in language comprehension have been reported. The Fast ForWord website scientificlearning.org reported results across a number of school districts. Several schools reported the use of control groups (to control for the effect of maturation). The combined results from these reports indicated that the program was able to obtain an average of +.40 increase in SD across a variety of measures.
Temple (n=12) found improvements in reading following 20 hours of intervention. Gains were evident on word identification, word attack, passage comprehension, oral language and rapid naming, but did not show gains on the letter rhyme task. fMri changes were noted in the left temporo-parietal cortex and inferior frontal gyrus. The improved brain response correlated with only the phonic word training exercise of the Fast Forward program and oral language ability. Interestingly, there was no correlation between increased activity on the fMRI and improved reading scores. The control group did not demonstrate changes on the fMRI or reading scores.
Overall, research studies conducted by Scientific Learning have averaged about a .62 standard deviation improvement on the measures employed. However, three independent research studies have failed to confirm any significant effects of the program.
Temple, E., Deutsch, G., Poldrack, R., Miller, S., Tallal, P, Merzenich, M, Gabrieli, D., 2003, Neural Deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI, National Academy of Science, March 4, 2003, Vol 100 (5)
Comment: This line of research, integrating the physical response of the brain with the cognitive task, is the new direction of scientific research in this area and will be the future of how interventions are designed and analyzed. The fMRI, the activation qEEG, and new technologies involving physical measurements of the brain will be the defining measures of gauging the physical effectiveness of intervention programs.
The limitations of the Fast Forward research is that the effects appear to be limited to certain brain regions and it is unclear whether and how the improvements correlate with qEEG measures (increased beta activity and decreased theta/delta activity and/or improved connectivity patterns (coherence and phase relationships). The brain is a complex system. The value of the qEEG is that the entire cortical system can be addressed, once the location and nature of the problem is understood.
Tutoring
There is one adequately designed study to date which documents improved reading as a result of 75 hours of intervention.
Vellutino, F.R.D.M., Scanlon, E., Sipay, S. Small, A., Pratt, R. Chen, and Denckla, M. (1996) Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early Interventions as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability, Journal of Educational Psychology, 88: 601-638
Comment: Despite its widespread use, the presence of only one scientifically sound research study in this area is disappointing.