Fast ForWord Program

Program Description

Fast ForWord is a computer-based supplemental reading program designed to improve students’ literacy skills. The program adapts to each learner’s pace, utilizing engaging graphics and interactive exercises to reinforce reading concepts. Through individualized instruction, students work on building foundational reading abilities while earning rewards based on content completion. Fast ForWord aims to enhance reading proficiency through structured, technology-driven practice.

Student Population

A study on Fast ForWord was conducted in rural Tennessee with fifth and sixth-grade students. The participant group primarily consisted of White students, including those eligible for Free and Reduced Price Meals, indicating a diverse socio-economic background.

Current Evidence

Fast ForWord has been rated as “Promising” by Evidence for ESSA (https://evidenceforessa.org/program/fast-forword-elementary-whole-class/). A study evaluating the program’s impact found that students using Fast ForWord demonstrated higher scores on the state Terra Nova assessments compared to a control group. The reported effect size was +0.25, meeting the criteria for the ESSA “Promising” evidence category.

For More Information

https://www.scilearn.com/

Marion, G. (2004). An examination of the relationship between students’ use of Fast ForWord reading program and their performance on standardized assessments in elementary schools. Unpublished doctoral dissertation, East Tennessee State University.

Fast ForWord Program

Program Description

Fast ForWord is a computer-based supplemental reading program designed to improve students’ literacy skills. The program adapts to each learner’s pace, utilizing engaging graphics and interactive exercises to reinforce reading concepts. Through individualized instruction, students work on building foundational reading abilities while earning rewards based on content completion. Fast ForWord aims to enhance reading proficiency through structured, technology-driven practice.

Student Population

A study on Fast ForWord was conducted in rural Tennessee with fifth and sixth-grade students. The participant group primarily consisted of White students, including those eligible for Free and Reduced Price Meals, indicating a diverse socio-economic background.

Current Evidence

Fast ForWord has been rated as “Promising” by Evidence for ESSA (https://evidenceforessa.org/program/fast-forword-elementary-whole-class/). A study evaluating the program’s impact found that students using Fast ForWord demonstrated higher scores on the state Terra Nova assessments compared to a control group. The reported effect size was +0.25, meeting the criteria for the ESSA “Promising” evidence category.

For More Information

https://www.scilearn.com/

Marion, G. (2004). An examination of the relationship between students’ use of Fast ForWord reading program and their performance on standardized assessments in elementary schools. Unpublished doctoral dissertation, East Tennessee State University.

Fast ForWord Program

Program Description

Fast ForWord is a computer-based supplemental reading program designed to improve students’ literacy skills. The program adapts to each learner’s pace, utilizing engaging graphics and interactive exercises to reinforce reading concepts. Through individualized instruction, students work on building foundational reading abilities while earning rewards based on content completion. Fast ForWord aims to enhance reading proficiency through structured, technology-driven practice.

Student Population

A study on Fast ForWord was conducted in rural Tennessee with fifth and sixth-grade students. The participant group primarily consisted of White students, including those eligible for Free and Reduced Price Meals, indicating a diverse socio-economic background.

Current Evidence

Fast ForWord has been rated as “Promising” by Evidence for ESSA (https://evidenceforessa.org/program/fast-forword-elementary-whole-class/). A study evaluating the program’s impact found that students using Fast ForWord demonstrated higher scores on the state Terra Nova assessments compared to a control group. The reported effect size was +0.25, meeting the criteria for the ESSA “Promising” evidence category.

For More Information

https://www.scilearn.com/

Marion, G. (2004). An examination of the relationship between students’ use of Fast ForWord reading program and their performance on standardized assessments in elementary schools. Unpublished doctoral dissertation, East Tennessee State University.

Amira

Program Description 

Amira is an AI-driven reading assistant designed to support students in grades K-5. The program uses a combination of digital assessments, individualized tutoring, and progress monitoring to enhance reading skills. Amira listens to students read aloud, analyzes their oral reading fluency performance in real-time, and provides instant feedback and instructional guidance. The program also includes professional development and training for educators.

Student population

Amira has been examined in grades 1-4. Participants were from a suburban and affluent school district, with 90% of the student body white, 8% black, fewer than 1% Hispanic, and only 10% eligible for free or reduced lunch; 178 students (92%) completed the study. Of these 178 students, 55 were identified by the teacher as special needs students.

Current evidence

Amira has been rated as Promising by Evidence for ESSA for students in grades K-5 (https://www.evidenceforessa.org/program/amira/). The program has shown positive effects on reading achievement. Students who used Amira performed significantly higher on the Total Reading Composite scores from the Woodcock Reading Mastery Test compared to the control group (ES = +0.64).

For more information

Amira Learning

https://www.evidenceforessa.org/program/amira/

Mostow, J., Nelson-Taylor, J., & Beck, J. E. (2013). Computer-guided oral reading versus independent practice: Comparison of sustained silent reading to an automated reading tutor that listens. Journal of Educational Computing Research, 49(2), 249–276.

95 Phonics Core Program

Program Description

         The 95 Phonics Core Program is designed as a comprehensive Tier I phonics curriculum for students in grades K-5. It aims to close and prevent reading gaps through explicit, structured phonics instruction. Each grade level has a tailored scope and sequence, delivering daily 20-30 minute lessons that cover a range of phonics skills from basic to advanced across 25 to 30 lessons per grade. This includes instruction on high-frequency words, phonograms, and a variety of phonics topics designed to build foundational reading skills. The program package includes teacher’s editions, student workbooks, manipulatives, and digital resources to support classroom implementation.

Student population

         95 Phonics Core Program has been examined in Kindergarten through 2nd grade in moderate sized school districts in both Missouri and Arizona. The Missouri sample included 75% White students, 23% Low Income students, 9% ESL students, 13% SPED students, and the Arizona sample included 27% Indigenous students, 40% Hispanic students, 46% Low Income, 13% Special Education students, and 12% Limited English Proficient students.

Current evidence

         The 95 Phonics Core Program has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/program/95-phonics-core-program/) for students in grades K-2nd  grades. Two qualifying studies, one randomized and one matched, demonstrated positive effects on student literacy. The first study, conducted in a Missouri school district during the 2021–2022 school year, involved 14 schools and over 3,000 K-2 students. Schools using the 95 Phonics Core Program significantly increased their composite scores on the Acadience Reading assessment. The second study, conducted during the 2022-2023 school year with over 400 K-1 students in an Arizona district, showed that students in 95 PCP schools demonstrated significantly more growth in early literacy scores on the aimswebPlus assessment compared to comparison schools. Across both studies, the average effect size was +0.11.

For more information:

https://www.95percentgroup.com/

Schechter, R. L. & Lynch, A. D. (2022). 95 Phonics Core Program: 2021-2022, grades K-2 efficacy study. Learning Experience Design (LXD) Research.

Schechter, R. L., Lynch, A. D., Ilievski, I. (2023). 95 Phonics Core Program: 2022-2023, grades K-1, AZ efficacy study. Learning Experience Design (LXD) Research.