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Efficacy of Fast ForWord training on facilitating acquisition of reading skills by children with reading difficulties—A longitudinal study

  • Part III Research Into Practice: Instruction And Intervention
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Abstract

We explored the effects of Fast ForWord (FFW) training on reading and spoken language skills in children with difficulties in phonemic awareness and word identification. Gains were examined both immediately after treatment and over a period of two years. In the short term, children who received FFW training were compared to children who received Orton Gillingham (OG) training. The FFW group was also compared to a matched longitudinal control group (LC); all participants in the FFW and LC groups received similar multisensory structured language instruction over two academic years. The FFW and OG groups made similar gains in phonemic awareness. However, the children who received FFW training did not show significant gains in word identification or word attack whereas the children who received OG training made significant gains in word attack. Immediately after treatment, the FFW group showed significant gains in speaking and syntax, but these gains were not maintained over two years. The FFW group did not differ significantly from the LC group in any areas over the two years. Children in both groups made significant progress in phonemic awareness and reading.

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Authors and Affiliations

  1. Graduate Program in Communication Sciences and Disorders, MGH Institute of Health Professions, 101 Merrimac Street, 02114, Boston, MA

    Pamela E. Hook

  2. Community College of Rhode Island, Providence, Rhode Island

    Paul Macaruso

  3. Independent Educational Consultant, Boston, Massachusetts

    Sandra Jones

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  1. Pamela E. Hook
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  2. Paul Macaruso
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  3. Sandra Jones
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Correspondence to Pamela E. Hook.

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Hook, P.E., Macaruso, P. & Jones, S. Efficacy of Fast ForWord training on facilitating acquisition of reading skills by children with reading difficulties—A longitudinal study. Ann. of Dyslexia 51, 73–96 (2001). https://doi.org/10.1007/s11881-001-0006-1

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  • DOI: https://doi.org/10.1007/s11881-001-0006-1

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