EBP Compendium: Summary of Systematic Review
Institute of Education Sciences
Fast ForWord Language
IES What Works Clearinghouse Intervention Report.
Indicators of Review Quality:
The review addresses a clearly focused question
Criteria for inclusion of studies are provided
Search strategy is described in sufficient detail for replication
Included studies are assessed for study quality
Quality assessments are reproducible
Description: This is a review of studies investigating the effects of the Fast ForWord Language program on the reading achievement, mathematics achievement, and English language development in English language learners. The effectiveness of the intervention is regarded as Meets Evidence Standards, Meets Evidence Standards with Reservation or Does Not Meet Evidence Standard based on the What Works Clearinghouse classification system. Well-designed randomized controlled trials are considered strong evidence (Meets Evidence Standards), quasi-experimental studies are considered weaker evidence (Meets Evidence Standards with Reservations) and single-case design studies are considered insufficient evidence or under development (Does Not Meet Evidence Standards).
Question not specifically stated.
Population: School-aged English language learners
Intervention/Assessment: Fast ForWord Language
Number of Studies Included: 2
Years Included: Not stated
- Reading - Computer-Assisted Instruction (Fast ForWord)
- Of the two included studies, only one found "potentially positive effects of Fast ForWord Language on English language development" (Meets Evidence Standards) (p. 3).
- A second study found "no discernible effects on reading achievement of elementary school English language learners" (Meets Evidence Standards with Reservations) (p. 3).
Keywords: English Language Learners, Literacy, FastForWord
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Added to Compendium: January 2012