Both studies of Fast ForWord in the alphabetics domain showed indeterminate effects, with no statistically significant or substantively important effects¶
Claim · All claims
Evidence · 1 study · reviewr3·q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Neither study in the alphabetics domain found a statistically significant or substantively important effect of Fast ForWord. → Fast ForWord® 2010
Evidence¶
Fast ForWord® 2010¶
Fast ForWord®. (2010). WWC Intervention Report: Fast ForWord®, Adolescent Literacy. What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/173
q3 · i? · review · r3
One of two alphabetics-domain studies in the WWC synthesis: a randomized controlled trial of 5- to 14-year-olds in Western Australia comparing 68 Fast ForWord students with 69 controls. The report concludes "both studies showed indeterminate effects" in this domain.
"Scientific Learning Corporation (2007a) did not find a statistically significant effect of Fast ForWord® on the Queensland University Inventory of Literacy (QUIL), nor was the effect large enough to be considered substantively important according to the WWC criteria (that is, an effect size of at least 0.25)."
Discussion¶
Related Claims¶
- All five studies of Fast ForWord in the general literacy achievement domain showed indeterminate effects — related
- Fast ForWord Language shows no discernible effects on reading achievement of elementary school English language learners — related
- In the comprehension domain, one study of Fast ForWord showed statistically significant positive effects, two showed substantively important positive effects, and three showed indeterminate effects — related
- Fast ForWord has no discernible effects on alphabetics and general literacy achievement and potentially positive effects on reading fluency and comprehension for adolescent learners — related
- The extent of evidence for Fast ForWord is small for alphabetics and reading fluency and medium to large for comprehension and general literacy achievement — related
- Of 305 studies of Fast ForWord reviewed for adolescent learners, two met WWC evidence standards, six met standards with reservations, and 297 met neither — related
- Fast ForWord Language has potentially positive effects on English language development of elementary school English language learners — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
fast-forword-alphabetics-indeterminate |
title |
Both studies of Fast ForWord in the alphabetics domain showed indeterminate effects, with no statistically significant or substantively important effects |
description |
Both studies of Fast ForWord in the alphabetics domain showed indeterminate effects, with no statistically significant or substantively important effects |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — fast-forword-2010 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.