We often receive feedback from school administrators, teachers, and therapists like that expressed in the note below. Because they are anecdotal, they usually die in my email Inbox. I thought that I’d post one, just so you get the flavor of what has been a common message:
“I have been in the public and private education business for over 30 years and have worked as a teacher, coach, principal, teacher trainer and assistant superintendent. I have served in high schools with (a) majority of disadvantaged students as well as in high schools with many affluent students. Over the years I have tried many different programs to improve reading comprehension, decoding and processing speed of my students. FastForword clearly has produced the most significant gains in a shorter time than any other program or approach to improving reading. Most recently, our summer school program at the Vanguard School in Lake Wales was anchored with FastForword. During the end of summer celebration, we celebrated student gains from .6 of a year to 5 years growth in reading comprehension. Students completed a 6-week program and the gains were measured by the Woodcock Johnson pretest and posttest. Those who are passionate about wanting desperately to improve student achievement, FastForword is the answer.
David F. Lauer
Principal
The Vanguard School”
One interesting aspect of these messages is the determination of the writer to “get the message out”, about a brain plasticity-based approach that they see working, with unprecedented effectiveness for achieving reading success — in this case, in the older reader. One thing to remember: Immediate post-FastForWord scores commonly understate the impact on reading comprehension. We have repeatedly seen that with the brain changes in phonemic reception accuracy and aural speech comprehension achieved through this training, reading scores continue to improve rapidly, for weeks or months AFTER training completion.
