Fast ForWord Language shows no discernible effects on reading achievement of elementary school English language learners¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2006 · checked against its sources 2026-10-10 (automated, 1 of 1 entry) · 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.
q2 i? A quasi-experimental study found neither statistically significant nor substantively important differences in reading achievement between the Fast ForWord Language group and the comparison group. → What Works Clearinghouse 2006
Evidence¶
What Works Clearinghouse 2006¶
What Works Clearinghouse, U.S. Department of Education. (2006). WWC Intervention Report: Fast ForWord Language. http://www.scilearn.com
q2 · i? · causal · r2
Quasi-experimental study meeting WWC standards with reservations, including 191 English language learning first- through sixth-grade students in seven elementary schools in five rural Washington school districts. It compared reading outcomes for "99 students who used the program against the outcomes for 92 students who used their regular curriculum." No significant or substantively important reading differences were found.
"Troia (2004) reported neither statisti- cally significant nor substantively important (according to WWC criteria) differences in reading achievement between the Fast ForWord Language group and the comparison group."
Discussion¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
Related Claims¶
- Fast ForWord Language has potentially positive effects on English language development of elementary school English language learners — related
- Read Well® shows no discernible effects on reading achievement for elementary school English language learners — related
- 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
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
fast-forword-language-no-discernible-reading-achievement-effects |
title |
Fast ForWord Language shows no discernible effects on reading achievement of elementary school English language learners |
description |
Fast ForWord Language shows no discernible effects on reading achievement of elementary school English language learners |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2006 |
source_checked |
2026-10-10 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — what-works-clearinghouse-2006 |
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