I won't enter into the debate over the effectiveness of Fast Forward --it has armies of proponents and opponents.   I am not sure that it was the software used in this particular experiment.  The purpose of FF is to help persons with specific language impairment hear unstressed parts of words more clearly by literally speeding up their perceptual process.    

Robin   


 


 

-----Original Message-----
From: Hays, Linda <Linda.Hays at dese.mo.gov>
To: The Focus on Basics Discussion List <focusonbasics at nifl.gov>
Sent: Wed, 20 Feb 2008 5:06 pm
Subject: [FocusOnBasics 1092] Re: (no subject)



































Sarah,



I think the software you are talking about is called Fast
Forward.  You can find additional information about it at:  



Boosting
Brain Processing Efficiency For K-12 Reading Success ...




 


  

  

   


    

    
Fast ForWord
    software from Scientific Learning strengthens brain processing efficiency
    for learning and reading success. 

    

   

  


  
www.scilearn.com/ 

  
 

  

 









Linda Hays



 



















From: focusonbasics-bounces at nifl.gov
[mailto:focusonbasics-bounces at nifl.gov] On
Behalf Of Sarah Beaman-Jones

Sent: Wednesday, February 20, 2008
2:25 PM

To: The Focus on Basics Discussion
List

Subject: [FocusOnBasics 1090] Re:
(no subject)






 



Robin,



Several years ago when Parents As Teachers focused on brain development, they
talked about windows of opportunity for learning.  They stressed that
although the window is closed, it is possible to “shout through the
window”.  During the training I received, it was stressed that there
is always a possibility for learning.



Regarding the phonemic awareness issue, I read, but can not cite, an
interesting experiment.  The focus of the experiment was to train Japanese
adults to hear the difference between the r and l sounds.  The process was
to use a speaking computer and have the sounds drawn out very, very slowly.
 The concept was that teachers do not speak slowly enough or consistently
enough to have an impact.  [I have noticed, for example, that some adults
who have been to speech therapy will say ‘arah’ for r.  We all
tend to add a sound to consonants.]  The result of this experiment was the
the subjects were able to hear the difference in the two sounds and, having
heard it, they were able to correct their pronunciation.





Sarah Beaman-Jones 

Literacy Program Director



LIFT-Missouri

815 Olive Street, Suite 22

St. Louis, Missouri  63101



1-800-729-4443 ext. 206

www.lift-missouri.org










 





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