News | June 5, 2018

Quincy School District In Washington Expands Fast ForWord Implementation To Help Struggling Learners Quickly Improve Reading Skills


For many students who struggle to read, the key to success lies not in more effort or practice with conventional intervention programs, but rather in remediating the underlying weaknesses that hinder their progress in reading. To directly target the root causes of reading difficulty, Quincy School District has implemented the neuroscience-based Fast ForWord® program from Scientific Learning Corp. (OTC PINK:SCIL).

“We have intentionally focused on supporting students who struggle to become readers. Yet, these issues were not being resolved, especially at the lower elementary levels, which has an impact as students go through our school system,” said Carole Carlton, director of student achievement. “When we heard about the Fast ForWord program and how it prepares the brain for reading, we were excited because we not only serve a population of English language learners but 85 percent of our students are from low income households and many come to us with learning struggles. We’re hopeful that with the help of this program, we can ensure that more students are prepared for reading and learning and that they’ll make more progress.”

Located in central Washington between Seattle and Spokane, Quincy School District began using Fast ForWord in one elementary school through a free trial program. Based on the positive results achieved, they then expanded use of the program district-wide. Fast ForWord is targeted to struggling readers, English language learners, and students receiving special education in grades K-12.

Developed by neuroscientists, the Fast ForWord program uses a unique three-step approach to deliver fast gains to struggling students. It provides students with the foundational language and cognitive skills, intensive practice, and guided reading support that they need to catch up, once and for all.

“Students love the Fast ForWord program and they’re making progress,” said Carlton. “It helps us support students where they are and then move them forward, and it provides continuous data teachers can use to monitor their progress.”

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