The Learning Success Blog

If you have a child with language challenges, reading problems or learning difficulties, and you have sought help from their teacher, speech pathologist or other learning professional, you may have heard some unfamiliar terms.

Words like phonemic awareness, auditory processing, listening comprehension and working memory.

Listen to Episode 96 of The Learning Capacity Podcast for explanations of 16 common terms used in discussions about learning difficulties. Once you understand these, you should be able to have more productive discussions with your child's teacher or therapists.

Learning support teacher, Moya Gibb-Smith has used most of the well-known remedial reading programs to help her  students who were struggling to learn to read.

While she said they all had merit, there was one program that stood out for her.  "It was like doing it on steroids. It was just so much quicker, so much more effective".

Moya described her journey from a young "reluctant teacher" to a passionate remedial reading teacher in an episode on The Learning Capacity Podcast. Listen to the podcast, or read the transcript of her story, which includes how her husband  was "going a bit blue-mouldy" on the way.

Why did the mother of 9 year old autistic boy, Sullivan, choose the Fast ForWord program for him, when she had a multitude of interventions available?

And did this neuroscience–based program help him?

Sullivan’s mum writes a blog, Rethinkinglearning, where she has documented her journey since he was diagnosed with autism at the age of two.

She writes:

The Ekamai International School in Bangkok was close enough to visit whilst we were at the Educating with Neuroscience 2017 Asia conferences in November.

This Seventh Day Adventist school has over 1,300 K-12 students who come from 33 different countries and English is typically not their native language. 

I was intrigued to see the focus of Ekamai school’s leaders on the importance of English. Students can’t miss the prominently displayed signs proclaiming:         

Be Competitive Globally, Speak English Fluently  

The neuroscience-based language & learning improvement program, Fast ForWord123 (including the Fast ForWord cognitive, language and reading development modules plus Reading Assistant, the online reading coach) was recently rated by techlearning.com.

Here is a summary of the techlearning.com rating:

OVERALL RATING:

Unique features and technology, sophisticated reporting, real-time feedback, interactive resources, and a broad range of reading passages in an intuitive and easy-to-use program all help teachers understand when and where students are struggling and help students gain the skills they need to be successful readers.

Suitability for Use in a School Environment: 

Fast ForWord founder Dr. Michael Merzenich has been awarded the Charles L Branch Brain Health Award by the University of Texas for his extraordinary contribution to neuroscience. 

Last year Dr Merzenich was also given the highest honour possible in the field of neuroscience – The Kavli Prize. This saw him granted a gold medal by the King of Norway and a banquet in his honour in the same venue as the Nobel Peace Prize.  

Dr Merzenich’s discovery of lifelong brain plasticity revolutionised the neuroscience world.

Plasticity describes the brain’s ability to learn by creating new connections between neurons within the brain.

Originally, it was thought that brains were only ‘plastic’ during early childhood as the brain developed. But Dr Merzenich’s research proved brains could change and adapt well into adulthood.

Your brain is an amazing organ. Countless studies, experiments and articles have shown us this. The complexities and inner-workings of this powerhouse are still yet to be fully explored. 

Have you ever stopped to think what controls your brain? What prevents it from becoming mere chaos?

Well, it’s called Executive Function, and you need to know about it.

What is Executive Function and why do we need it?

Executive Function acts like the ultimate synthesiser – the general, one might say. It encompasses a range of abilities many people think are merely part of day-to-day functioning. These include:

What’s happening in your students’ brains when they can’t follow your classroom instructions? What if a student doesn’t want to answer your question? And why do some students struggle to tell a story?

These are all signs that a student may have a weakness in one or more key cognitive skills. Skills essential for learning.

As well as language skills, we all need four key thinking skills for effective learning. They are: memory, attention, processing, and sequencing.

Here are some behaviours you might notice if your students have a weakness in these skills:

Fast ForWord123 (FFW123) is a unique 3 step, evidence-based method for increasing students’ capacity to learn. It is a powerfully effective and scientifically validated method for improving learning outcomes where English is the language of instruction.

This method blends the best of education technology with empathetic support of human factors and motivation from the “reward economy”.

It builds cognitive skills essential for learning, and simultaneously improves the four components for learning-in-the-English-language: listening, reading, writing and speaking.

Scientists built & evolved FFW123 on 45 years of research

25 university students who had Fast ForWord123 training for 11 weeks boosted their writing skills 25%.

This compares with a control group of 28 students at the same university who did not receive the training, and who showed no improvement over the same 11 week period.

Because no explicit practice with writing is included in the training program, the results of this study demonstrate that training in basic cognitive, listening, and reading skills generalise to improved writing ability.

The writing skills of the Fast ForWord 123 group were measured before and after training. The measurement tool was the OWLS Written Expression Scale. This is an internationally recognised standardised assessment which showed the 25 students improved their writing skills from below the control group students to above them after the training.