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¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·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? Across six studies in the comprehension domain, findings were mixed: one statistically significant positive effect, two substantively important positive effects, and three indeterminate effects. → 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? · quant-synthesis · r2
The WWC's synthesis of six studies in the comprehension domain, including the confirmed statistically significant effect on the Gates-MacGinitie Reading Test in Scientific Learning Corporation (2004b). The report describes the pattern as "three studies showed indeterminate effects."
"For the comprehension domain, one study showed statisti - cally significant positive effects, two studies showed substan - tively important positive effects, and three studies showed indeterminate effects."
Discussion¶
Related Claims¶
- Both studies of Fast ForWord in the alphabetics domain showed indeterminate effects, with no statistically significant or substantively important effects — related
- All five studies of Fast ForWord in the general literacy achievement domain showed indeterminate effects — 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
- Reading Go! showed positive but not statistically significant effects on reading comprehension — related
- Comprehension domain: one study found a substantively important positive effect and one an indeterminate effect — a narrower finding that bears on this claim
- Fast ForWord Language shows no discernible effects on reading achievement of elementary school English language learners — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
fast-forword-comprehension-mixed-findings |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
mixed |
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 |
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