The foundational research examined how learning takes place among students of differing ages, abilities, socioeconomic conditions, and cultural backgrounds.
Foundational research studies strictly adhere to experimental methods and carefully controlled study designs to determine causal relationships between theories of learning and student outcomes. They take place in a strictly controlled learning environment or laboratory setting.
Fast ForWord learning and reading programs are mentioned in over 4,000 foundational research studies, representing a significant quantity of foundational research supporting the efficacy of Fast ForWord in positively impacting the brain during the learning process. The raw data used from these studies is a crucial first step in developing effective, evidence-based intervention.
A selection of foundational research summaries, some of which are available on the internet, can be found below. In addition, Dr Norman Doidge’s best-selling book The Brain That Changes Itself examines the neuroscience revolution and how cognitive programs such as Fast ForWord were developed – contact us for an excerpt from this book.
Burns, M. (2003, March – April). Fast ForWord Products Open a Child’s Window to Language. Autism Asperger’s Digest. 2003 (Download condensed version)
Dronkers, N. F, Husted, D.A., Deutsch, G., Tayler, M.K., Saunders, G., & Merzenich, M.M. (1999). Lesion site as a predictor of improvement after Fast ForWord treatment in adult aphasic patients. Brain & Language, 69, 450-452.
Gaab, N., Gabrieli, J.D.E., Deutsch, G.K., Tallal, P., & Temple, E. (2007). Neural correlates of rapid auditory processing are disrupted in children with developmental dyslexia and ameliorated with training: An fMRI study. Restorative Neurology and Neuroscience, 25, 295-310.
Morlet, T., Norman, M., Ray, B., Berlin, C.I. (2003). Fast ForWord: Its scientific basis and treatment effects on the human efferent auditory system. In C. I. Berlin & T. G. Weyland (Eds.), The brain and sensory plasticity: Language acquisition and hearing (pp. 129-148). Clifton Park, NY: Delmar Learning.
Merzenich, M. M. & Jenkins, W. M (1995). Cortical plasticity, learning, and learning dysfunction. In B. Julesz & I. Kovacs, Maturational windows and adult cortical plasticity (pp. 247-272). Santa Fe, NM: Addison-Wesley.
Merzenich, M. M., Jenkins, W. M., Johnston, P., Schreiner, C., Miller, S. L., & Tallal, P. (1996). Temporal processing deficits of language-learning impaired children ameliorated by training. Science, 271(5245), 77-81.
Merzenich, M., Spengler, F., Byl, N., Wang, X., & Jenkins, W. (1996). Representational plasticity underlying learning: Contributions to the origins and expressions of neurobehavioral disabilities. In T. Ono, B.L.
McNaughton, S. Molotchnikoff, E.T. Rolls, & H. Nishijo (Eds.), Perception, memory and emotion: Frontiers in neuroscience. Oxford, UK: Elsevier.
Nagarajan, S., Mahncke, H., Salz, T., Tallal, P., Roberts, T., & Merzenich, M. M. (1999). Cortical auditory signal processing in poor readers. Proceedings of the National Academy of Sciences, USA, 96, 6483-6488.
Talcott, J. B., Witton, C., McLean, M. F., Hansen, P. C., Rees, A., Green, G. G., & Stein, J. F. (2000). Dynamic sensory sensitivity and children’s word decoding skills. Proceedings of the National Academy of Sciences U S A, 97(6), 2952-7.
Tallal, P. & Miller, S.L. (2003). How the brain learns to read. Middle Matters, 12(1), 7.
Tallal, P., Miller, S. L., Bedi, G., Byma, G., Wang, X., Nagarajan, S.S., Schreiner, C., Jenkins, W. M., & Merzenich, M. M. (1996). Language comprehension in language-learning impaired children improved with acoustically modified speech. Science, 271, 81-84.
Tallal, P. (1999). Moving research from the laboratory to clinics and classrooms. In D. Drake (Ed.), Reading and attention disorders: Neurobiological correlates (pp. 93-112). Baltimore, MD: York Press.
Temple, E., Deutsch, G. K., Poldrack, R. A., Miller, S.L., Tallal, P., Merzenich, M. M., & Gabrieli, J. D. E. (2003). Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. Proceedings of the National Academy of Sciences, 100(5), 2860-2865.
Temple, E., Poldrack, R. A., Protopapas, A., Nagarajan, S., Salz, T., Tallal, P., Merzenich., M. M., & Gabrieli, J. D. E. (2000). Distruption of the neural response to rapid acoustic stimuli in dyslexia: Evidence from functional MRI. PNAS, 97(35), 13907-13912.
A complete list of white papers, text books and research articles can be found on the Scientific Learning website.