Fast ForWord has no discernible effects on alphabetics and general literacy achievement and potentially positive effects on reading fluency and comprehension for adolescent learners¶
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? The WWC rating for Fast ForWord is no discernible effects in the alphabetics and general literacy achievement domains and potentially positive effects in the reading fluency and comprehension domains for adolescent learners. → 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 effectiveness rating synthesizes eight studies (about 2,000 students) meeting WWC evidence standards with or without reservations. The report states Fast ForWord "was found to have no discernible effects" in two domains and "potentially positive effects" in the other two.
"Fast ForWord® was found to have no discernible effects on the alphabetics and general literacy achievement domains, and potentially positive effects on the reading fluency and comprehension domains for adolescent learners."
Discussion¶
Related Claims¶
- 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
- 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
- The WWC improvement indices for Fast ForWord average +2 (alphabetics), +17 (reading fluency), +8 (comprehension), and +3 (general literacy achievement) percentile points — related
- Fast ForWord Language has potentially positive effects on English language development of elementary school English language learners — related
- READ 180® shows no discernible effects on alphabetics for adolescent readers — related
- All five studies of Fast ForWord in the general literacy achievement domain showed indeterminate effects — related
- Both studies of Fast ForWord in the alphabetics domain showed indeterminate effects, with no statistically significant or substantively important effects — related
- Fast ForWord Language shows no discernible effects on reading achievement of elementary school English language learners — related
- The effects of ITSS are not known for adolescent literacy outcomes other than comprehension — related
- READ 180® has positive effects on general literacy achievement for adolescent readers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
fast-forword-no-discernible-effects-alphabetics-general-literacy |
title |
Fast ForWord has no discernible effects on alphabetics and general literacy achievement and potentially positive effects on reading fluency and comprehension for adolescent learners |
description |
Fast ForWord has no discernible effects on alphabetics and general literacy achievement and potentially positive effects on reading fluency and comprehension for adolescent learners |
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 |
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