© 2005 Scientific Learning Corporation Creators of the award-winning Information meeting

© 2005 Scientific Learning Corporation  We all know children who are bright and motivated to learn, but hit some kind of a wall when they go to school  They don’t seem to make progress, they don’t listen well, and they have trouble learning to read  So much potential, but how to unlock it? The Problems Children Face

© 2005 Scientific Learning Corporation  Misunderstand what you say?  Request that information be repeated?  Give slow or delayed responses?  Use only a few descriptive words when speaking?  Seem reluctant to engage in conversations?  Have difficulty reconstructing a story in its appropriate order? Does Your Child...

© 2005 Scientific Learning Corporation  Have difficulty remembering/following oral instructions?  Not remember the question when asked?  Have difficulty with ambiguous language, idioms or jokes?  Have difficulty with phonics, reading or spelling?  Have unexplained behavior problems? In school or at home, does your child...

© 2005 Scientific Learning Corporation Different Brain Activity in Readers

© 2005 Scientific Learning Corporation This Student is Not Prepared to Learn: Not Paying Attention, Not Storing Multiple Commands and Not Assigning Meaning to What is Said

© 2005 Scientific Learning Corporation Average Reader Dyslexic Reader before Fast ForWord Dyslexic Reader after Fast ForWord Adapted from Temple et al., Proceedings of the National Academy of the Sciences, 2003 After Fast ForWord! Average Reader Dyslexic Reader before Fast ForWord Dyslexic Reader after Fast ForWord Adapted from Temple et al., Proceedings of the National Academy of the Sciences, 2003 Average Reader Dyslexic, before Fast ForWord New cortical areas active after Fast ForWord New cortical areas active after Fast ForWord Left Difference between activity before and after Fast ForWord Adapted from Temple et al., Proceedings of the National Academy of the Sciences, 2003

© 2005 Scientific Learning Corporation This Student is now prepared to learn: Paying Attention, Storing Multiple Commands and Assigning Meaning to What is Said

© 2005 Scientific Learning Corporation Fast ForWord Products are proven to help build learning capacity…

© 2005 Scientific Learning Corporation  These products use neuroscience design methods to improve essential cognitive skills.  Learning MAPS TM - critically important prerequisite skills for successful reading.  When Learning MAPS are stronger, students are able to benefit from good reading instruction. How do Fast ForWord Products Improve Reading?

© 2005 Scientific Learning Corporation What are the Learning MAPS?  M emory—the capacity to store information and concepts, essential for word recognition, sentence comprehension, and remembering instructions  A ttention—the ability to focus on tasks and ignore distractions  P rocessing—the ability to distinguish sounds quickly to discriminate their differences, a prerequisite for phonemic awareness and reading  S equencing—a cognitive skill that relies on memory, attention, and processing, essential for phonics, word fluency, reading and oral comprehension

© 2005 Scientific Learning Corporation How does Fast ForWord do this? F requency and intensity- rigorous schedule A daptivity- adapts to each click of the mouse S imultaneous development- students are building and strengthening multiple skills in each exercise T imely motivation- immediate feedback and reward of points Neuroscience research tells us these are the elements of a successful program to create new neural networks and build learning capacity.

© 2005 Scientific Learning Corporation Fast ForWord Language  Cognitive Skills Listening Accuracy Phonological Awareness Working Memory Language Structures  Foundation Skills Memory Attention Processing Sequence

© 2005 Scientific Learning Corporation Schedule Options  100 min/day, 5 days a week for 4-8 weeks  75 min/day, 5 days a week for 6-10 weeks  50 min/day, 5 days a week for 8-12 weeks *Number of weeks is variable based on individual student progress Fast ForWord Language

© 2005 Scientific Learning Corporation Fast ForWord Middle & High School  Cognitive Skills Listening Accuracy Phonological Awareness Working Memory Language Structures  Foundation Skills Memory Attention Processing Sequence

© 2005 Scientific Learning Corporation Fast ForWord Middle & High School Schedule Options  90 min/day, 5 days a week for 4-8 weeks  48 min/day, 5 days a week for 8-12 weeks *Number of weeks is variable based on individual student progress

© 2005 Scientific Learning Corporation Fast ForWord Language to Reading  Cognitive Skills English Language Conventions Listening Comprehension Organization and Focus Word Analysis  Foundation Skills Memory Attention Processing Sequence

© 2005 Scientific Learning Corporation Schedule Options  90 min/day, 5 days a week, for 8-12 weeks  50 min/day, 5 days a week, for 4-8 weeks *Number of weeks is variable based on individual student progress Fast ForWord Language to Reading

© 2005 Scientific Learning Corporation  Ensure their child attends school as much as possible during Fast ForWord training  Provide a good night’s sleep and breakfast  Ask about their progress, to see their graphs and reports  Fill out Parent Observational Survey before and after Fast ForWord training to discover behavioral changes What can parents do to help?

© 2005 Scientific Learning Corporation Additional Resources for Parents  Fast ForWord website:  Reading Rover on Brainconnection.com allows child to complete an informal online assessment ( /rrhome)