<div> <font face="Arial, Helvetica, sans-serif">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. <br>
<br>
Robin <br>
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-----Original Message-----<br>
From: Hays, Linda <Linda.Hays@dese.mo.gov><br>
To: The Focus on Basics Discussion List <focusonbasics@nifl.gov><br>
Sent: Wed, 20 Feb 2008 5:06 pm<br>
Subject: [FocusOnBasics 1092] Re: (no subject)<br>
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<div class="MsoNormal"><font color="navy" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial; color: navy;">Sarah,</span></font></div>
<h2 style="margin: 0in 0in 0.0001pt;"><b><font color="navy" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial; color: navy; font-weight: normal;">I think the software you are talking about is called Fast
Forward. You can find additional information about it at: </span></font></b></h2>
<h2 style="margin: 0in 0in 0.0001pt;"><b><font color="black" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: black; font-weight: normal;"><a target="_blank" href="http://www.scilearn.com/"><font face="Times New Roman"><span style="font-family: "Times New Roman";">Boosting
Brain Processing Efficiency For K-12 Reading Success </span></font><b><font face="Times New Roman"><span style="font-family: "Times New Roman"; font-weight: bold;">...</span></font></b></a></span></font></b></h2>
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<div class="MsoNormal"><b><font color="black" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial; color: black; font-weight: bold;">Fast</span></font></b><font color="black" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial; color: black;"> <b><span style="font-weight: bold;">ForWord</span></b>
software from Scientific Learning strengthens brain processing efficiency
for learning and reading success. </span></font><font color="black" face="Arial"><span style="font-family: Arial; color: black;"></span></font></div>
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<div class="MsoNormal"><span class="a1"><font color="green" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"><a href="http://www.scilearn.com/" target="_blank">www.scilearn.com/</a> </span></font></span></div>
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<div class="MsoNormal"><font color="navy" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial; color: navy;">Linda Hays</span></font><font color="navy"><span style="color: navy;"></span></font></div>
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<div class="MsoNormal"><b><font face="Tahoma" size="2"><span style="font-size: 10pt; font-family: Tahoma; font-weight: bold;">From:</span></font></b><font face="Tahoma" size="2"><span style="font-size: 10pt; font-family: Tahoma;"> <a href="mailto:focusonbasics-bounces@nifl.gov">focusonbasics-bounces@nifl.gov</a>
[<a href="mailto:focusonbasics-bounces@nifl.gov?">mailto:focusonbasics-bounces@nifl.gov</a>] <b><span style="font-weight: bold;">On
Behalf Of </span></b>Sarah Beaman-Jones<br>
<b><span style="font-weight: bold;">Sent:</span></b> Wednesday, February 20, 2008
2:25 PM<br>
<b><span style="font-weight: bold;">To:</span></b> The Focus on Basics Discussion
List<br>
<b><span style="font-weight: bold;">Subject:</span></b> [FocusOnBasics 1090] Re:
(no subject)</span></font></div>
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<div class="MsoNormal" style="margin-bottom: 12pt;"><font face="Cambria" size="2"><span style="font-size: 11pt; font-family: Cambria;">Robin,<br>
<br>
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.<br>
<br>
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.<br>
<br>
<br>
Sarah Beaman-Jones <br>
Literacy Program Director<br>
<br>
LIFT-Missouri<br>
815 Olive Street, Suite 22<br>
St. Louis, Missouri 63101<br>
<br>
1-800-729-4443 ext. 206<br>
<a href="http://www.lift-missouri.org" target="_blank">www.lift-missouri.org</a><br>
<br>
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