2/17/2015
Overview of Fast ForWord Exercises
Ann Gordon
MA, CCC-SLP
Karen Slotnick
MA, CCC-SLP
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Disclosures:
•
Ann Gordon, MA, CCC-SLP
Financial: Provider of Fast ForWord programs.
Paid consultant to Scientific Learning Corporation
Non-Financial: No relevant non-financial relationships
•
Karen Slotnick, MA, CCC-SLP
Financial: Provider of Fast ForWord programs.
Paid consultant to Scientific Learning Corporation
Employee of Mount Sinai Beth Israel
Non-Financial: No relevant non-financial relationships
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Learning Outcomes:
• Participants will be able to list the cognitive skills
addressed by the Fast ForWord program.
• Participants will be able to describe how specific
exercises address and build memory, attention,
processing rate, sequencing language and reading skills.
• Participants will be able to discuss criteria for placement
in specific levels of Reading Series exercises.
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Cognitive Skills Addressed: MAPS
• Memory
• Attention
• Processing Rate
• Sequencing
Best Practices:
• Always start with Language /Literacy
– Cognitive and auditory pre-requisites
• Next, Language to Reading /Literacy
Advanced
– Builds upon cognitive and auditory skills
– Introduces the link to reading
• Follow with the Reading Series
– Application of skills to functional reading tasks
In other words:
To do this…..
You need to do this…..
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Scope and Sequence
• How individual exercises address and
build upon cognitive, language and
reading skills
• Excellent resource for parent education
and counselling
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Sky Gym/Space Racer
• Task: Identify sequences of sounds as
they become shorter and are presented
more rapidly with reduced ISI
– Cognitive: Working memory and visual
sound/symbol associations from long-term
memory, sustained and focused attention,
auditory processing, sequencing ability
– Language/Reading Skills: Listening accuracy,
auditory sequencing
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Sky Gym
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Moon Ranch/Galaxy Goal
• Click and listen to a succession of
syllables, and click again when the syllable
changes, i.e. “ba/da“
– Cognitive: Working memory, sustained and
focused attention, auditory processing
– Language/Reading: Phonological fluency,
phonological memory
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Galaxy Goal
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Hoop Nut/ Spin Master
• Listen to a target syllable. Then listen to
the target sound and foil. Click on
characters that presents the target sound,
e.g. “bi/di”
– Cognitive: Working memory, focused
attention, auditory processing
– Language/Reading: Phonological accuracy,
fluency, memory
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Spin Master
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Whalien Match/ Lunar Tunes
• Click pictures on a grid and find pairs of
syllables and c-v-c words, (“la/ra/”, “big, dig”)
– Cognitive: Auditory/visual spatial memory,
sustained/focused attention, auditory processing
of syllables, visual/spatial processing of locations
associated with sounds
– Language/Reading: Auditory word recognition,
phonological accuracy, memory, fluency
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Whalien Match
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Robo-Dog/Star Pics
• Listen to a target word and select correct
picture from an array of four
– Cognitive: Working memory and visual
symbol-sound associations from long-term
memory, focused attention, phonemic and
linguistic processing
– Language/Reading: Auditory word
recognition, phonological accuracy/fluency,
vocabulary
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Robo-Dog
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Space Commander/Stellar
Stories
• Follow verbal instructions to manipulate
shapes/objects of varying size/color
– Cognitive; Working memory, listening accuracy,
sustained/focused attention, auditory processing,
sequencing
– Language/Reading: Following directions, listening
accuracy
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Space Commander
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Ele-bot/Stellar Stories
• Listen to sentences/stories. Click on pictures
corresponding to sentences or in response to
comprehension questions
– Cognitive: Working memory, symbol/sound
association from long-term memory,
sustained/focused attention, auditory processing,
sequencing ability
– Language/Reading: Listening comprehension,
English language conventions
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Singular/Plural Nouns
Choose the picture of the bunny.
Choose the picture of the bunnies.
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Verb Tenses
The girl will paint a picture.
The girl is painting a picture.
The girl painted a picture.
Stellar Stories Exmples
Verb Singular/Plural
The deer drink.
The deer drinks.
The deer are drinking.
The deer is drinking.
Stellar Stories Examples
Possessive Morpheme: ‘s
Which is the baby’s duck?
Which is the baby duck?
Stellar Stories Examples
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Passive Word Order
The clown is being pushed by the boy.
The boy is being pushed by the clown.
Stellar Stories Examples
Double Embedding
The clown who is chasing the girl who is little is big.
The clown who is chasing the girl who is little is little.
The girl who is chasing the clown who is big is little.
Stellar Stories Examples
Language to Reading/Literacy
Advanced
• Expands upon the auditory focus of Fast
ForWord. Further addresses phonological
awareness
• Incorporates an orthographic component
• Stimulates sound-letter and word recognition
• Builds upon vocabulary, sentence/story
comprehension
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Sky Rider:
Task: Sequence from 2-5 sounds
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Paint Match:
Task:Listen and find written word
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Reading Series
• Hierarchical, phonics-based approach
• Addresses MAPS
• Language/Reading Skills
– Phonological awareness
– Decoding and spelling
– Sight word recognition
– Vocabulary development
– Morphology, grammar, syntax
– Reading comprehension
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Where to Start
• Qualitative, individualized skill-based
rather than grade-based approach
• Reading assessment
• Parent input with access to demos
• Usually start at lower level to “fill in gaps”
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Reading Series Exercises
• Building sentence comprehension
Reading 5: Toad Loader
Reading 4: Stinky Bill’s Billboard
Reading 3: Twisted Pictures
Reading 2: Leaping Lizards
Reading 1: Bedtime Beasties
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Bedtime Beasties: Reading 1
• Task: Select correct word and corresponding
picture to complete a sentence
• MAPS:
– Memory: Hold incomplete sentence in working
memory while recalling vocabulary and
punctuation rules from long-term memory
– Attention: Sustained Attention
– Processing: Auditory/visual
– Sequencing: Using word order to comprehend
sentences and help identify missing parts
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Bedtime Beasties: Reading 1
• Language and Reading Skills
– Core set of common nouns
– Punctuation
– Capitalization of initial words, names, and the
pronoun “I”
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Leaping Lizards: Reading 2
• Task: Select the correct word to complete the
sentence
• MAPS:
– Memory :Hold a word in working memory while
recalling vocabulary and punctuation rules from
long-term memory
– Attention: Focused attention
– Processing: Visual
– Sequencing: Using word order and grammar to
comprehend sentences and help identify missing
parts
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Leaping Lizards: Reading 2
• Language and Reading Skills
– Vocabulary
– Punctuation
– Capitalization
– Parts of speech
– Morphology
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Twisted Pictures-Reading 3
• Choose the sentence that most accurately
describes the painting shown
• MAPS:
– Memory: Long term recall of vocabulary and
grammatical structures
– Attention: Focus on details
– Processing: Visual
– Sequencing: Word order determines meaning
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Twisted Pictures-Reading 3
Language and Reading Skills
• Use sentence and word context to find meaning of
unknown words
• Identify articles, adjectives, pronouns, compound
words.
• Identify past, present and future verb tenses.
.
.
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Stinky Bill’s Billboard: Reading 4
• Fill in missing words from sentences on a
billboard
• MAPS:
– Memory: Long term and working memory
– Selective attention
– Processing: Linguistic and Visual
– Sequencing: Word order and syntax
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Stinky Bill’s Billboard: Reading 4
Language and Reading Skills
– Word knowledge (easy and hard)
– Compound words
– Prefixes
– Homophones
– Near Misses
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Toad Loader: Reading 5
• Select the correct words or phrase to build a
sentence that best describes a picture.
• MAPS:
– Memory: Long term recall for spelling
– Attention: Selectively attending to grammatical
features of words and phrases
– Processing: Identify written words/phrases to
construct/ analyze possible sentences
– Sequencing: Manipulate word order to build a
variety of grammatical sentences
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Toad Loader: Reading 5
Language and Reading Skills
• Vocabulary
• Grammatical and syntactic structures:
• Simple negation, infinitival complements to
verbs, passive voice, articles, appositives,
prepositional phrases, subject/ object
relativization, compound and complex
sentences
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Reading Series Exercises
• Phonics and Decoding
Reading 5: Wood Works
Reading 4: Jitterbug Jukebox
Reading 3: Chicken Dog
Reading 2: Bear Bags: More Lunch
Reading 1: Bear Bags
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Bear Bags: Reading 1
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Bear Bags More Lunch: Reading 2
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Chicken Dog: Reading 3
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Jitterbug Jukebox: Reading 4
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Wood Works: Reading 5
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Conclusion:
• When we build and strengthen the
foundation….
• That’s when the science happens…
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