Fast ForWord Literacy Teacher Manualhelp.scilearn.com/toolbox/docs/FFW_Teacher_Manual_Literacy_Legacy.pdfThe literacy needs of adolescents differ from those of elementary school students,

Teacher Manual

Fast ForWord® Literacy

Fast ForWord® Literacy

2 | Fast ForWord literacy

Copyright ©1996–2011 Scientific Learning Corporation. All rights reserved. This document is supplied subject to the terms of the Scientific Learning Corporation license agreement. Information in this document is subject to change without notice. Names, data, and other information used in examples and exercises herein are fictitious.

Trademarks Fast ForWord® is a registered trademark of Scientific Learning Corporation.

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Technical Support/Customer Service Phone: 888-358-0212 (US & Canada) Phone: 520-917-1200 (International) Email: [email protected] [email protected]

Second Edition

Fast ForWord literacy | 3

FasT ForWord liTeracy skills MaTrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5inTroducTion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7The learning environMenT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11ProducT overvieW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14FasT ForWord liTeracy exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

sPace racer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 understanding the science in space racer 18 how students Work in space racer 18 how students Progress through space racer 19 how students advance in space racer 20 space racer content 20

galaxy goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 understanding the science in galaxy goal 22 how students Work in galaxy goal 22 how students Progress through galaxy goal 23 how students advance in galaxy goal 24 galaxy goal content 25

sPin MasTer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 understanding the science in spin Master 28 how students Work in spin Master 28 how students Progress through spin Master 29 how students advance in spin Master 30 spin Master content 30

lunar Tunes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 understanding the science in lunar Tunes 32 how students Work in lunar Tunes 32 how students Progress through lunar Tunes 33 how students advance in lunar Tunes 34 lunar Tunes content 35

conTenTs


sTar Pics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 understanding the science in star Pics 38 how students Work in star Pics 38 how students Progress through star Pics 39 how students advance in star Pics 40 star Pics content 41

sTellar sTories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 understanding the science in stellar stories 44 how students Work in stellar stories 45 how students Progress through stellar stories 46 how students advance in stellar stories 47 stellar stories content 47

adolescenT liTeracy: issues and soluTions . . . . . . . . . . . . . . . . . . . 58iMProveMenTs in coMPrehensive language skills For adolescenTs and adulTs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65


Fast ForWord LANGUAGE/LITERACY Series

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Fast ForWord Language v2 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

sky gymhoop nut

Moon ranchrobo-dog

Whalien Matchspace commander

ele-Bot

Fast ForWord Language to Reading v2 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Jumper gymPaint MatchPolar Planet

Tomb Trekcosmic reader

Fast ForWord Literacy ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

space racergalaxy goalspin Masterlunar Tunes

star Picsstellar stories

Fast ForWord Literacy Advanced ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

sky riderMeteor Balllunar leap

laser Matchgalaxy Theater



inTroducTion

What Is the Fast ForWord Literacy Series?Fast ForWord LITERACY series is a reading intervention solution that builds foundational language and reading skills while improving memory, attention, processing rates, and sequencing. It is based on more than 30 years of research on how the brain learns and how this connects to language and reading. It increases processing efficiency thereby accelerating the learning process that results in enduring gains.

WHO SHOULD USE FAST FORWORD LITERACY SERIES?Fast ForWord LITERACY series software is for K-12 education institutions worldwide and clinical specialists whose middle and high school students are reading below grade level, including English Language Learners and special needs students.

WHAT DOES FAST FORWORD LITERACY TEACH?Fast ForWord Literacy is one of the computer-based products in the Fast ForWord LITERACY series and it focuses on developing listening accuracy, phonological awareness, and an understanding of language structures.

To accelerate reading progress, Fast ForWord Literacy exercises develop critical brain processing efficiency in four key areas:

➤ Builds memory by working through a variety of tasks, such as having students hold a statement or question in working memory while retrieving picture-concept associations from long-term memory.

➤ Improves attention by developing the ability to focus on multiple tasks and ignore distractions.➤ Strengthens auditory and linguistic processing rates so that students can distinguish sounds

quickly enough to discriminate individual phonemes and understand words and sentences.➤ Develops sequencing skills through a variety of tasks, such as having students use logical word

order to comprehend simple and complex instructions and organize a response that follows the specified sequence of actions.

Fast ForWord Literacy consists of six exercises: three sound exercises and three word exercises. The exercises work together to help develop the understanding of basic speech sounds and language structures as well as the fundamental cognitive skills essential for learning and reading. Each exercise in Fast ForWord Literacy begins with an auditory introduction that explains how to work on that exercise. As an alternative, the introductions can be presented in Spanish.


The three sound exercises present complex auditory information in a sub-word format, such as frequency sweeps and syllables. In some instances, the speech sounds have been digitally generated using patented methods (including selective intensity increase and duration extensions) to provide enhanced learning opportunities.

The three sound exercises are:➤ Space Racer➤ Galaxy Goal➤ Spin Master

The word exercises exercises present words, either in isolation or within sentences with various levels of linguistic complexity. In some instances, the speech sounds in these three word exercises have been digitally altered using patented methods (including selective intensity increases and duration exten-sions) to provide enhanced learning opportunities.

The three word exercises are:➤ Lunar Tunes➤ Star Pics➤ Stellar Stories

Response to Intervention (RtI)Response to Intervention (RtI) is a dynamic problem-solving process aimed at providing early intervention to students at risk for academic failure. RtI allows for the identification of specific instructional strategies and intervention that will benefit each individual student. For reading dif-ficulties, one of the most effective strategies is using technology to provide interventions focused on cognitive skill development (memory, attention, processing rate, sequencing) and reading fluency.

The Scientific Learning family of products supports the Response to Intervention (RtI) process efficiently and effectively by:

➤ Addressing the underlying causes of failure ➤ Building the cognitive skills needed for reading and learning ➤ Delivering individualized, intensive daily sessions ➤ Providing daily progress monitoring and evaluation

The earlier the at-risk student can be provided the appropriate intervention, the higher the likeli-hood that student can successfully maintain class placement. Research studies show that on average, students using Fast ForWord software achieve a 1- to 2-year reading gain in 8 to 12 weeks.


The following diagram demonstrates how the Fast ForWord products support the three tiers in Response to Intervention. Note that Fast ForWord Literacy is part of the Fast ForWord LANGUAGE/LITERACY series located in Tier 3 and provides intensive instruction for building the cognitive skills that are essential for successful learning performance.

How Does Fast ForWord Literacy Work?Four key components of this intervention product work together to create dramatic changes in brain function required to achieve universal literacy:

➤ FREqUENCY AND INTENSITY—Neuroscience research demonstrates that completing a set of learning tasks in a frequent, intense time frame accelerates learning.

➤ ADApTIvITY—Exercises adapt with each key stroke to individual skill levels and responses, keep-ing students continuously challenged but not frustrated.

➤ SImULTANEOUS DEvELOpmENT—Exercises develop major cognitive and reading skills simulta-neously to produce lasting improvements in learning.

➤ TImELY mOTIvATION—Tiered rewards are designed to maximize motivation from start to finish.

In addition, the Fast ForWord LITERACY series includes patented technology that enhances the speech sounds at early exercise levels, progressing to natural speech sounds as a student advances to higher levels. These speech processing techniques include the following two separate but equally important modification stages:• Slowingdownthespeech(durationextensions)• Enhancingtheintensityoftherapidtransitionalelementsinthespeech

(selective intensity increases)

ProgressMonitoring

Reading Assistant Expanded Edition*(continues through tiers 2 & 3)

Fast ForWord Reading Series(continues through tier 3)

Fast ForWord Reading Series(as needed)

Tier 2Targeted Intervention

Tier 3Intensive Intervention

Tier 1Universal Intervention

Fast ForWord Language / Literacy Series


SLOWING DOWN SpEECH SIGNALSIn this stage, our scientists use a patented processing algorithm to slow the rate of the entire speech signal while still maintaining the speech signal’s natural quality. For example, a word – such as “bat” – that may typically last one second in natural speech could last as long as one and a half seconds after this processing is applied.

By lengthening the duration of the speech signal, the fast speech elements – such as stop consonants – are further apart from the steady speech elements – such as vowels. This provides the auditory nervous system with more time to respond to the fast speech sounds.

ENHANCING RApID TRANSITIONAL ELEmENTS IN SpEECHIn this stage, our patented software process identifies the fast transitional elements within the speech – such as the /b/ sound in the word “bat” – and then selectively amplifies those elements.

By applying these selective intensity increases, the rapid transitional phonemes in the speech signal are emphasized, allowing the auditory nervous system to respond more vigorously to the fast speech sounds.

Combining both stages of patented speech processing technology provides the auditory nervous system with an enhanced speech signal that allows the learner to more effectively differentiate the rapid transitions in spoken language.

How Does Fast ForWord Literacy Help Struggling Readers?The exercises challenge students to remain focused on completing the exercises to obtain the maxi-mum benefit from the product. To lessen any distraction and discouragement, Fast ForWord Literacy exercises include points and on-screen rewards that can be combined with motivational activities. These rewards and activities are effective ways to provide students with positive reinforcement. Rewarding students for their hard work encourages them to maintain sustained and focused atten-tion. Motivation is a critical factor in whether students achieve the high levels of participation and completion necessary for success (80% or higher). Lab coaches, teachers, administrators, and parents can work together to create an effective program for building intrinsic and extrinsic motivation.

Timely intervention is key to supporting students’ effective performance on the exercises. Teachers can use informal and formal assessment strategies to identify when a student is experiencing difficulty.


What Kind of Results Can Be Expected?Students can achieve, on average, a 1- to 2- year gain in reading skills in 4 to 16 weeks using one of the prescribed protocols:

Neuroscience research confirms the importance of frequency and intensity of activity to build and strengthen new skills. The research-based protocol recommended here ensures students receive fre-quent and intense practice, while providing teachers with the flexibility to meet their instructional programs’ structure and objectives.

In addition, students often exhibit enhanced self-confidence, better communication, greater interest in learning, and improved mental agility and alertness after working on these exercises.

The Learning EnvironmentFast ForWord LITERACY Series can be used in a variety of scenarios within a school:

CLASSROOm SETTING In this scenario the teacher provides direct instruction using effective read-ing strategies to help students use the program before, during, and after using Fast ForWord Literacy. Often there may be a paraprofessional who may assist students as they work on the computer while the teacher works with other students on different activities.

➤ LARGE GROUp – The teacher leads a discussion about the target skill(s) being addressed in Fast ForWord and demonstrates how the product works using a computer and large screen or projection system. Some of the teacher-directed offline activities, such as stories read aloud or practice with word lists or families, also may be done with a large group.

➤ SmALL GROUp – Students are given the directions in a small group by the teacher. Then each student goes to the computer to work on individualized exercises, adapted to his or her ability. As students finish, they may work on an offline activity that supports the exercises completed on the computer or prepares the student for the next exercise.

➤ INDIvIDUAL STUDENT – A student works on an individualized program either in the classroom or in a pull-out program using the software and the offline activities.

COmpUTER LAb Students work on the program in the computer lab where there are many comput-ers. The Lab Coordinator or a paraprofessional may guide the student as needed.

mEDIA CENTER This scenario works similar to the Computer Lab environment. Students work inde-pendently with assistance as needed from the media specialist or a paraprofessional.

pROTOCOL OpTIONS

30 minutes each day Five days a week for 12 – 16 weeks40 minutes each day Five days a week for 9 – 13 weeks50 minutes each day Five days a week for 6 – 10 weeks90 minutes each day Five days a week for 4 – 7 weeks


No matter where Fast ForWord Literacy is used, it is important to have a smooth implementation. Each station where a student works on the software should have the following elements:

❏ Computer with the minimum technical requirements

❏ Two sets of high-quality stereo headphones – one for the student, one for the teacher

❏ One Y-adapter for the headphones – This allows the teacher to listen to the student as he is working on the software

❏ Headphones plugged into the computer with the Y-adapter

❏ Access to a printer

❏ Internet connectionThe station should be located in such a way that the teacher/coach/aide can easily observe the student’s progress and intervene if he is struggling with the exercise.

There should also be room for the student to do paper and pencil seatwork on offline activities when finished with the online exercises as students may work at different speeds to complete their assignments.


SAmpLE LEARNING STATIONHere is a sample configuration of a learning station:

Partition

Clutter-free desk or table

Non-swivel chair

Computer

Stereo Y-adapter

2 sets of stereo headphones for student and teacher


Task/Theme cognitive skills language & reading skills

sPace racer

listen to a sequence of 2 tonal sweeps . identify each sweep in the sequence by clicking the up and down arrows in the same sequence in which the sounds are presented .

•Memory–holdasoundsequenceinworkingmemorywhile recalling visual symbol-sound associations from long-term memory .

• Attention–focusedattention• Processing–auditoryprocessingoftonalsweeps• Sequencing–identifyandreproducethesequenceof

rapidly presented sound pairs .

• Listeningaccuracy• Auditorysequencing

sPin MasTer

listen to a target syllable . Then watch and listen as the spin Master’s two turntables each light up and play a syllable, in turn . click the turntable that plays the targeted syllable .

•Memory–holdatargetphonemeinworkingmemorywhile comparing it to two alternate phonemes to find the matching one .

• Attention–focusedattention• Processing–auditoryprocessingofphonemesfor

identification .

• Phonologicalfluency• Phonological

memory• Sustainedattention

lunar Tunes

Match a pair of speakers that play the same word or syllable by clicking on one speaker and then clicking on the other speaker in the pair . re-click the first speaker to confirm the match .

•Memory–usesauditoryandvisual-spatialworkingmemory to locate matching syllable or word pairs in a grid .

• Attention–focusedandsustainedattention• Processing–auditoryprocessingofsyllablesandvisual-

spatial processing of locations associated with sounds .

• Auditorywordrecognition


memory• Phonological

accuracy

galaxy goal

listen to a series of sounds and click on the soccer ball when the sound changes .

•Memory–holdthepriorsyllableinworkingmemorywhilecomparing it to the current syllable .

• Attention–sustainattentionalfocuswhilemonitoringastream of syllables for a change from a repeated sound to a novel sound .

• Processing–auditoryprocessingofsyllablesatthelevelofindividual phonemes .


memory• Sustainedattention

sTar Pics

listen to a target word and view 4 pictures . click the picture that best represents the target word .

•Memory–holdawordinworkingmemorywhileretrievingpicture-word associations from long-term memory .

• Attention–focusedattention• Processing–auditoryprocessingofwordsatthelevelof

phonemes and linguistic processing of words at the level of semantics .

• Vocabulary• Auditoryword

recognition• Phonological

accuracy• Phonologicalfluency

sTellar sTorieslisten to a story and answer comprehension questions about the story . listen to sentences and select the pictures that best represent the sentences . listen to instructions and manipulate one or more objects as instructed .

•Memory–holdastatementorquestioninworkingmemory while retrieving picture-concept associations from long-term memory and identifying the best match or answer .

• Attention–focusedandsustainedattention.• Processing–auditory,visual,andlinguisticprocessing

of orally and visually presented stories for meaning and comprehension .

• Sequencing–usingwordordertocomprehendsimpleand complex statements and instructions and organizing a response that follows the specified sequence of actions .

• Listeningcomprehension

• Followingdirections• Englishlanguage

conventions• Vocabulary

Product Overview


Fast ForWord Literacy Exercises Fast ForWord Literacy consists of six exercises that work with spoken English at all levels, present-ing four levels of acoustically modified speech and fourteen levels of synthesized syllables in addition to natural speech. The exercises engage students in working with aurally presented words along with printed words and illustrations.

sPace racerspace racer helps improve the speed at which the student identifies and understands rapid, successive changes in sound (listening accuracy) . The exercise also helps improve the ability to recognize and remember the order in which a series of sounds is presented (auditory sequencing) . students listen to a sequence of 2 tonal sweeps and identify the same sequence of sounds .

J ane S mith

sPin MasTerspin Master helps improve the ability to make correct distinctions based on individual phonemes (phonological accuracy), the ability to identify and manipulate speech sounds in a quick and efficient manner(phonologicalfluency),andthecapacityforholdingspeechsounds in memory (phonological memory) . students identify a target syllable when presented in a sequence of two syllables .

Bucky Rodge rs

lunar Tuneslunar Tunes helps improve the ability to accurately identify spoken words by relying on sound cues alone, without the aid of visual or context cues (auditory word recognition) . it also helps develop the capacity for holding speech sounds in memory (phonological memory), the ability to identify and manipulate speech sounds inaquickandefficientmanner(phonologicalfluency),andtheability to make correct distinctions based on individual phonemes (phonological accuracy) . students match all the syllables and words into pairs using the fewest clicks .

N igil L a nde r


galaxy goalgalaxy goal helps to improve the ability to identify and manipulate speech sounds in a quick and efficient manner (phonological fluency),toimprovetheabilitytoremainfocusedonagiventaskwhile ignoring distractions and refraining from impulsive behavior (sustained attention), and to improve the capacity for holding speech sounds in memory (phonological memory) . students click the soccer ball after correctly identifying when a new syllable interrupts a repeated syllable .

J a n e T o e

sTar Picsstar Pics helps to build knowledge of the phonological structure and meaning of words (vocabulary) and helps to develop the ability to accurately identify spoken words by relying on sound cues alone, without the aid of visual or context cues (auditory word recognition) .

star Pics also improves the ability to make correct distinctions based on individual phonemes (phonological accuracy) and the ability to identify and manipulate speech sounds in a quick and efficient manner(phonologicalfluency).Studentsidentifythepicturethatrepresents a pronounced target word .

J o e C a r d

sTellar sToriesstellar stories helps to improve the ability to understand successive sentences and derive meaning from a story (listening comprehension); to improve the ability to listen to spoken directions of increasing length and complexity, comprehend them, and keep them in memory long enough to plan and carry out the required action (following directions); to build knowledge of the phonological structure and meaning of words (vocabulary); and to build understanding of the elements of the english language, including proper word order, syntax, prefixes and suffixes, plurals, and subject-verb agreement (english language conventions) . students listen to a story and answer comprehension questions .


RACERgoals➤ Improve listening accuracy. ➤ Improve auditory sequencing.

skills COGNITIvE ➤ Memory: hold a sound sequence in working memory while recalling

visual symbol-sound associations from long-term memory. ➤ Attention: focused attention. ➤ Processing: auditory processing of tonal sweeps. ➤ Sequencing: identify and reproduce the sequence of rapidly

presented sound pairs.

LANGUAGE ➤ Listening accuracy: recognize sound sweeps at different frequen-

cies, durations, and with different lengths of time between sound sweeps. Students improve the ability to detect and recognize subtle acoustic features found in sounds of the English language.

➤ Auditory sequencing: recognize, remember, and reproduce the order in which a series of sounds is presented. Students improve sequencing abilities.

Task➤ Identify and remember the order of a series of frequency-modulated

sound sweeps, and then indicate a pattern just heard.

SpACE

Space RaceR


Understanding the Science in Space RacerSpace Racer presents sound sweeps using different frequency ranges, different sequences of sounds, and different time durations. The frequencies and durations of the sound sweeps correspond to some of the rapid transitions in the sounds of the English language. Space Racer presents sound sweeps in three frequency ranges. As the student progresses in a frequency, Space Racer decreases the dura-tion of the sound sweeps and the length of time between the sound sweeps, challenging the student to improve his or her rate of auditory processing. For example, an 80ms duration represents a sound sweep that lasts for 80 milliseconds. The shortest duration in Space Racer, and consequently the highest level, is 25 milliseconds.

learning sTandards addressed in sPace racer➤ Track (move sequentially from sound to sound) and represent the number, sameness or difference,

and order of two and three isolated phonemes.

How Students Work in Space RacerIn Space Racer, the student clicks the yellow sound button to hear a sequence of sound sweeps. A sound sweep is classified as up (a lower to higher frequency) or as down (a higher to lower frequency). The student must click the up arrow or down arrow to repeat the sequence of sounds heard. For example, if the exercise presents an up sweep and then a down sweep, the student must click the up arrow once, and then click the down arrow once. If the exercise presents two down sweeps, the stu-dent must click the down arrow twice. Points are awarded when the sequence is correctly reproduced.

As the student consistently reproduces sequences correctly, the speedometer shows an increase in speed and the racer moves more quickly, causing wear and tear on the racer’s vehicle. When the speedometer needle reaches the pink zone, cumulative correct responses earn new parts for the vehicle being created in the design window. When all the parts have been earned, the racer’s current vehicle transforms into the new vehicle.

Students who need help identifying the up and down sound sweeps can click the Help button to see a screen that allows them to practice listening to the sound sweeps at the current frequency, duration, and inter-stimulus interval (ISI). The student can also see the response arrow associated with each sound.

keyBoard shorTcuTsbUTTON KEYbOARD SHORTCUT

Sound button Left arrow or space barUp arrow button Up arrowDown arrow button Down arrow

space racer


How Students Progress through Space RacerIn Space Racer, students progress through multiple sound stimulus sets. Each stimulus set presents up and down sound sweeps with base frequencies at 500Hz, 1000Hz, and 2000Hz, the frequency range most commonly found in speech.

Initial sets present sound sweeps with a relatively long duration (80ms). As students progress through the exercise, they will enter sets with shorter duration sound sweeps (down to 25ms). As the student progresses through a set, the time between the sound sweeps (inter-stimulus intervals or ISIs) are reduced in 45 stages, starting at 500ms and ending at 0ms.*

The 10 bars at the top of the speedometer indicate the percentage of the content completed in the exercise. Each bar represents 10% of the exercise. When all of the bars are filled in, the exercise is complete. The student will continue to repeat the content at the highest stages in the last 2 stimulus sets of each frequency, beginning with stage 40, until the exercise is closed.

*Each frequency begins in an introductory mode, with sounds at longer durations and longer ISIs. Visual help is initially provided which shows the student the correct arrow to click for each sound sweep. The racer will not move until visual help is no longer presented, and will not begin to design and earn a new vehicle until introductory mode is completed. In this way, the student becomes famil-iar with the task and learns to listen closely to the differences in the sounds.

J ane S mith

Space RaceR


How Students Advance in Space RacerTo complete Space Racer, the student must pass all stimulus sets at the highest stage (ISI 0ms). To advance to the next ISI stage within a stimulus set, the student must answer 3 consecutive trials cor-rectly. If the student answers a trial incorrectly, the student moves back one ISI stage.

mASTERYSpace Racer adapts to the student’s performance within each stimulus set; it will transition the student to a new set if the student is continuously moving between the same few stages in a set or is answering numerous consecutive trials incorrectly in a set. The set will be revisited at a later time.

pOINTS AWARDED IN SpACE RACERSpace Racer awards points to the student based on the following conditions:

➤ Correct answers: The student earns 1 point for each correct trial.

➤ Bonus points:

•Thestudentearns20bonuspointswhenthevehicledesigniscompleted.

•Thestudentearns5bonuspointsafter18correcttrials.

Space Racer ContentSpace Racer engages the student in 3 frequency levels. Within each frequency level, the student pro-gresses through 4 modes. Modes 1 to 3 are introductory modes. Mode 4 is a standard mode.

Students hear “down” tonal sweeps and “up” tonal sweeps. The base frequencies for the tonal sweeps cover the most common frequencies found in speech: 500, 1000, and 2000Hz.

A Help Screen becomes available after the first trial in Extended Acoustic Introductory phase. If the student needs assistance identifying the sound sweeps, the student can click the Help (?) button to see all four possible sequences of sound sweeps for the current frequency (Hz), duration (length of each sound sweep), and ISI (time between sound sweeps).


GALAxYGOAL

goals➤ Improve phonological fluency.➤ Improve phonological memory.➤ Improve sustained attention.

skills COGNITIvE ➤ Memory: hold the prior phoneme in working memory while comparing it to

the current phoneme. ➤ Attention: sustain attentional focus while monitoring a stream of phonemes

for a change from a repeated sound to a novel sound. ➤ Processing: auditory processing of syllables at the level of individual phonemes.

LANGUAGE AND READING ➤ Phonological fluency: The synthetic syllables in the exercise have been designed

to emphasize the rapidly changing phonetic elements within natural speech. By learning to distinguish between syllables that differ by an individual phoneme, such as the /sh/ in shu and the /ch/ in chu, when presented in a rapid sequence of syllables, students develop phonological memory.

➤ Phonological memory: Students must mentally compare each new syllable with the previous syllable from the stream, developing phonological memory.

➤ Sustained attention: By learning to remain attentive as a syllable is repeated, respond quickly when the syllable changes, and refrain from impulsive responses, students attend to a repeated syllable and recognize the targeted syllable to improve sustained attention and phonological memory.

Task➤ Identify the target syllable when the syllable changes by clicking the soccer ball.

Galaxy Goal



Planet – Start trial Down arrow or space barPlanet – Response Up arrow

Understanding the Science in Galaxy GoalGalaxy Goal first presents syllables that have been digitally generated using patented methods (includ-ing selective intensity increases and duration extensions) to provide enhanced learning opportunities. Initially, one of the syllables in each pair includes a silent gap in between the consonant sound and the vowel sound, which emphasizes the difference between the two syllables. For example, for the pair ki/gi the syllable ki is initially presented as k-i. As the student progresses through the exercise, Galaxy Goal reduces the silent gap until both syllables in a pair are presented using natural speech parameters. Also, as the student progresses through the exercise, Galaxy Goal decreases the length of time between the repeated syllables.

LEARNING STANDARDS ADDRESSED IN GALAxY GOAL➤ Add, delete, or change target sounds to change words.

➤ Distinguish initial, medial, and final sounds in single-syllable words.

How Students Work in Galaxy GoalIn Galaxy Goal, the student clicks the yellow soccer ball to hear a syllable repeated in rapid succes-sion. When the exercise interrupts the repeated syllable with a new syllable, which differs by a single phoneme, the student must click the soccer ball again. If the soccer ball is clicked too early or too late, the trial is counted as incorrect. When the student answers the trial correctly, the player kicks the soccer ball towards a goal. Points are awarded for each correct answer.

© 2006 Scientific Learning Corporation

Galaxy Goal, Fast ForWord to Literacy

Galaxy Goal


How Students Progress through Galaxy GoalIn Galaxy Goal, the student progresses through 8 stimulus sets. Each stimulus set presents phonologi-cally similar syllables (1 target syllable following 3 to 8 repetitions of the alternate syllable).

TARGET SOUND ALTERNATE/gi/ /ki/

/chu/ /shu//si/ /sti//ke/ /ge//to/ /do//ba/ /da//de/ /be//bi/ /di/

J a n e T o e

Galaxy Goal


Within each stimulus set, students progresses through 18 stages. Across these stages, the following changes occur:

➤ The difference between the target syllable and the alternate syllable is exaggerated, and then becomes progressively smaller.

➤ The possible number of syllables presented in a trial increases from 7 to 9 after Stage 9. ➤ The time between the syllables (inter-stimulus interval--ISI) is reduced from 500ms to 300ms.*➤ The time allowed for a response is progressively reduced.

The 10 bars in the upper left corner indicate the percentage of the content completed in the exercise. Each bar represents 10% of the exercise. When all of the bars are filled in, the exercise is complete. The student will continue to repeat the content at the highest stages in each stimulus set, beginning with Stage 15, until the exercise is closed.

*The first set in the exercise begins with an introductory mode, with longer inter-stimulus intervals and longer time allowed for the student to respond. In this way, the student becomes familiar with the task.

How Students Advance in Galaxy GoalTo complete Galaxy Goal, the student must pass all stimulus sets at the highest stage. To advance to the next stage within a stimulus set, the student must answer 3 consecutive trials correctly. If the student answers a trial incorrectly, the student moves back one stage.

mASTERYGalaxy Goal adapts to the student’s performance within each stimulus set, and will transition the student to a new set if the student is continuously moving between the same few stages. The set will be revisited at a later time.

pOINTS AWARDED IN GALAxY GOALGalaxy Goal awards points to the student based on the following conditions:

➤ Correct answers: 2 points for each correct trial➤ Bonus points: 10 bonus points each time the student achieves 3 consecutive correct responses

3 times.


Galaxy Goal, Fast ForWord to Literacy

Galaxy Goal


Galaxy Goal ContentTwo modes are presented: training and standard. The training mode consists of 1 set: the “ki” sound and “gi,” the target sound. The standard mode consists of 8 sets:

SET TARGET SOUND ALTERNATE1 /gi/ /ki/2 /chu/ /shu/3 /si/ /sti/4 /ke/ /ge/5 /to/ /do/6 /ba/ /da/7 /de/ /be/8 /bi/ /di/




Spin Master, Fast ForWord to Literacy

SpINmASTER

goal➤ Improve listening accuracy➤ Improve phonological fluency➤ Improve phonological memory

skills COGNITIvE

➤ Memory: hold a target phoneme in working memory while comparing it to two alternate phonemes to find the matching one

➤ Attention: focused attention ➤ Processing: auditory processing of phonemes for identification

LANGUAGE AND READING➤ Phonological accuracy: work with synthetic syllables that have been designed to emphasize

the rapidly changing phonetic elements of speech. By learning to accurately identify a syl-lable from a pair like /ba/ and /da/, improve the ability to make correct distinctions based on individual phonemes.

➤ Phonological fluency: as students progress, the length of time between syllables decreases, improving the ability to identify speech sounds quickly.

➤ Phonological memory: keep the target syllable in mind while remembering which turntable presented the matching syllable, improving the student’s capacity for holding speech sounds in memory.

Task➤ Listen to a target syllable, then listen to the target syllable and an alternate syllable. As each syl-

lable is presented one of the turntables is highlighted. Click the turntable that highlighted when the target syllable was presented.

Spin MaSter



Planet (sound button) Down arrow or space barLeft turntable Left arrowRight turntable Right arrow

Understanding the Science in Spin MasterSpin Master first presents syllables in which the speech sounds have been digitally generated using patented methods (including selective intensity increases and duration extensions) to provide enhanced learning opportunities. Initially, the consonant sound in each syllable has been lengthened and enhanced relative to the vowel sound. For example, the syllable ba is initially presented with an acoustically modified version of the /b/ sound. As the student progresses through the exercise, Spin Master decreases this processing, and eventually presents the syllables using natural speech param-eters. Also, as the student progresses through the exercise, Spin Master decreases the length of time between syllable choices.

LEARNING STANDARDS ADDRESSED IN SpIN mASTER➤ Distinguish between syllables that differ by an individual phoneme.➤ Add, delete, or change target sounds to change words.

How Students Work in Spin MasterIn Spin Master, the central character is an alien DJ, the Spin Master of this exercise. The student clicks the yellow planet and the target syllable is presented. Then a trial sequence is heard, made up of the target syllable, such as /ba/, and the contrast syllable, such as /da/. As each syllable is presented one of the Spin Master’s two turntables is highlighted. The student must identify and click the turn-table that was highlighted when the target syllable was presented.

Spin maSter



Spin Master, Fast ForWord to Literacy

How Students Progress through Spin MasterIn Spin Master, the student progresses through 5 stimulus sets. Each stimulus set presents 2 synthetic syllables that differ by a single phoneme.

TARGET SOUND ALTERNATE/aba/ /ada//ba/ /da//be/ /de//bi/ /di//va/ /fa/

Within each stimulus set, students progress through 26 stages. Across these stages the following changes occur:

➤ The emphasis on critical phonetic features is gradually reduced. Stage 26 corresponds to natural speech.

➤ The time between the syllables (inter-stimulus interval or ISI) is reduced from 500ms to 10ms.

The 10 bars in the laser generator (bottom right) indicate the percentage of the content completed in the exercise. Each bar represents 10% percent of the exercise. When all of the bars are filled in,

Bucky Rodge rs

Spin MaSter


the exercise is complete. The student will continue to repeat the content at the highest stages in each stimulus set, beginning with Stage 21, until the exercise is closed.

How Students Advance in Spin MasterTo complete Spin Master, the student must pass all stimulus sets at the highest stage. To advance to the next stage within a stimulus set, the student must answer 3 consecutive trials correctly. If the student answers a trial incorrectly, the student moves back one stage.

mASTERY pLATEAU-bASED TRANSITIONSSpin Master adapts to the student’s performance within each stimulus set and will transition the student to a new set if the student is continuously moving between the same few stages. The set will be revisited at a later time.

pOINTS AWARDED IN SpIN mASTERSpin Master awards points to students based on the following conditions:

➤ Correct answers: Students earn 2 points for each correct trial➤ Bonus points: The student earns 15 bonus points after 10 correct trials.

Spin Master ContentSpin Master content consists of 5 sets of a target and alternate syllable, as shown in the following table:

SET TARGET SYLLAbLE ALTERNATE SYLLAbLE1 /aba/ /ada/2 /ba/ /da/3 /be/ /de/4 /bi/ /di/5 /va/ /fa/



Lunar Tunes, Fast ForWord to Literacy

goals➤ Improve auditory word recognition➤ Increase phonological memory➤ Improve phonological accuracy➤ Improve phonological fluency

skills COGNITIvE ➤ Memory: auditory and visual-spatial working memory to locate matching syllable or

word pairs in a grid ➤ Attention: focused and sustained attention ➤ Processing: auditory processing of syllables and visual-spatial processing of locations

associated with sounds

LANGUAGE AND READING➤ Auditory word recognition: accurately identify words based on acoustic cues alone by

matching up pairs of aurally presented words from among similar sounding ones.➤ Phonological memory: hold multiple syllables and words in memory while searching for

the speaker with the matching syllable or word➤ Phonological accuracy: identify syllables or words that differ in initial consonant, final

consonant, or both➤ Phonological fluency: complete matches for pairs of syllables or words

Task➤ Identify pairs of matching words or syllables within grids of speakers that aurally pres-

ent phonologically similar words. Click a speaker to hear the word or syllable and rely on memory to find the matching speaker.

TUNESLUNAR


LUNAR TUNES

Understanding the Science in Lunar TunesLunar Tunes first presents syllables and words in which the speech sounds have been digitally altered using patented methods (including selective intensity increases and duration extensions) to provide enhanced learning opportunities. Initially, the consonant sounds in each word have been lengthened and enhanced relative to the vowel sound. For example, the word bit is initially presented with acous-tically modified versions of the /b/ and /t/ sounds. As the student progresses through the exercise, Lunar Tunes decreases this processing, and eventually presents the syllables and words using natural speech. The five processing level markers at the top of the amplifier represent the different speech pro-cessing levels in Lunar Tunes. While the student works in a level, the corresponding marker lights up. When the student completes a level, bonus points are awarded and the next marker lights up. When all five markers light up, the student is working in the highest level.

learning sTandards addressed in lunar Tunes➤ Distinguish initial, medial, and final sounds in single-syllable words.➤ Add, delete, or change target sounds to change words.➤ Segment single syllable words into their components.

How Students Work in Lunar TunesLunar Tunes displays an amplifier with a grid of speakers. Each speaker has a syllable or word associ-ated with it. The student clicks a yellow speaker to hear a syllable or word pronounced. The student must click the other yellow speakers on the amplifier to find the speaker with the matching syllable or word. If the student clicks a speaker that matches one already clicked, the student must click the first speaker of the pair to confirm the match. The two speakers turn off. Points are awarded for each correct match.

Next to the amplifier is a stage. Suspended from the ceiling is an instrument case. The click counter beneath the stage displays the number of attempts (clicks) available to successfully match all of the speakers on the screen. Each time a speaker is clicked, this number is reduced by one and the musi-cian in the instrument case lowers a bit closer to the stage. If all of the speakers on the screen are matched within the maximum number of clicks, a reward animation plays and any remaining clicks are awarded as bonus points.


LUNAR TUNES© 2006 Scientific Learning Corporation


How Students Progress through Lunar TunesIn Lunar Tunes, the student progresses through 5 levels. In the early levels, Lunar Tunes presents syllables and words in which the speech sounds have been digitally altered using patented methods (including selective intensity increases and duration extensions) to provide enhanced learning oppor-tunities. As the student progresses through the levels, Lunar Tunes decreases this processing and eventually, in Level 5, presents the syllables and words using natural speech. All sets and stages are repeated at each processing level, as described below.

Within each level, the student progresses through 4 sets. Each set contains words or syllables that differ by initial and/or final consonants.

Within each set, the student progresses through a series of stages. Each stage includes a specific grid size:

➤ STAGES 1–3: 4-cell grids (2 matches presented only at the start of the exercise)➤ STAGES 4–6: 8-cell grids (4 matches)➤ STAGES 7–10: 16-cell grids (8 matches)

N igil L a nde r


LUNAR TUNES

When the student has completed Stages 1–3, the student begins working on the next set at Stage 5 (Stage 4 is only presented when Stage 5 is not successfully completed).

The bars below the amplifier indicate the percentage of the content completed in the exercise. Each bar represents 10% of the exercise. When all of the bars are filled in, the exercise is complete. If the exercise remains open, the student will continue to repeat the content at the highest level, Level 5, and begin each set at Stage 10. The grids in this stage will include 24 speakers.

How Students Advance in Lunar TunesTo advance to the next level in Lunar Tunes, the student must pass all sets within the level at the highest stage.

To advance to the next stage within a set, the student must clear all the matched pairs within a grid within the maximum number of allowed clicks. When Stage 10 is completed within the maximum allowed clicks, the student will advance to Stage 5 of a new set.

If the student uses more than the maximum number of clicks to clear the grid, the student will be demoted one stage. For example, if Stage 5 is not completed within the maximum number of clicks, the student is presented with Stage 4.

mASTERYLunar Tunes adapts to the student’s performance within each set and will transition the student to the next set if the student is at Stage 4 in a set and does not clear the grid within the maximum number of clicks. The set will be revisited at the end of the level. The student will not advance to the next level until all sets at the current level have been passed at the highest stage.

pOINTS AWARDED IN LUNAR TUNESLunar Tunes awards points to students based on the following conditions:

➤ Correct answers: The student earns 3 points for each correct match.➤ Bonus points: The student earns the number of clicks remaining on the stage when a grid is

completed.


LUNAR TUNES© 2006 Scientific Learning Corporation


Lunar Tunes ContentThe content in Lunar Tunes presents the following sets. Each set contains a different word/sound category. There are 12 different words/sounds in each set (category).

SET (CATEGORY) 1

SET (CATEGORY) 2

SET (CATEGORY) 3

SET (CATEGORY) 4

big buck back ba

bit bud bag cha

dig but bat da

dip cup cab ga

kick cut cap ka

kid duck cat la

kit dug gap pa

pick pub pack ra

pig pup pat sa

pit tub tack sha

tick tuck tag ta

tip tug tap za



STAR pICS

goals➤ Improve vocabulary➤ Improve auditory word recognition➤ Improve phonological accuracy➤ Improve phonological fluency

skills COGNITIvE

➤ Memory: hold a word in working memory while retrieving picture-word associations from long-term memory

➤ Attention: focused attention➤ Processing: auditory processing of words at the level of phoneme and

linguistic processing of words at the level of semantics

LANGUAGE AND READING➤ Vocabulary: build knowledge of the phonological structure and meaning

of words➤ Auditory word recognition: accurately identify spoken words by relying

on sound cues alone without the aid of visual or context cues➤ Phonological accuracy: improve the ability to make correct distinctions

based on individual phonemes➤ Phonological fluency: improve the ability to identify speech sounds in a

quick and efficient manner

Task➤ Listen to a target word and view 4 pictures, then click the picture that

represents the target word.


Star PicS

Understanding the Science in Star PicsStar Pics first presents words in which the speech sounds have been digitally altered using patented methods (including selective intensity increases and duration extensions) to provide enhanced learn-ing opportunities. Initially, the consonant sounds in each word have been lengthened and enhanced relative to the vowel sound. For example, the word “lake” is initially presented with acoustically modified versions of the /l/ and /k/ sounds. As the student progresses through the exercise, Star Pics decreases this processing, and eventually presents the words using natural speech. The five process-ing level markers on the left of the screen represent the different speech processing levels in Star Pics. While the student works in a level, the corresponding marker lights up. When the student completes a level, bonus points are awarded and the next marker lights up. When all five markers light up, the student is working in the highest level.

learning sTandards addressed in sTar Pics➤ Distinguish initial, medial, and final sounds in single-syllable words.➤ Add, delete, or change target sounds to change words.➤ Segment single syllable words into their components.

How Students Work in Star PicsStar Pics consists of two tasks, phonemic and semantic. In the phonemic task, the student listens to a target word and then selects the correct picture from a group of 4 pictures that contains one or more pictures that are phonetically similar (for example; tack, tag, tap, tan). In the semantic task, the student listens to a target word and selects the correct picture from a group of 4 pictures that have a semantic relationship (for example; dog, cat, walrus, seal). In each activity, the student must identify and click the picture that matches the target word.

In Star Pics, the student can click the Help button to activate help mode. In this mode, the word for each picture is pronounced before the student selects the picture that matches the target word. Help remains active until the student turns it off by clicking the Help button again, or until the student completes all of the trials in the current group.


Planet (sound button) Down arrowPictures (responses, top left to bottom right)

Number keys 1 through 4


Star PicS

How Students Progress through Star PicsIn Star Pics, students progress through 2 tasks, the phonemic task and the semantic task, as follows:

Within the phonemic task, the student progresses through 5 levels. In the early levels, Star Pics pres-ents words in which the speech sounds have been digitally altered using patented methods (including selective intensity increases and duration extensions) to provide enhanced learning opportunities. As the student progresses through the levels, Star Pics decreases this processing and eventually, in Level 5, presents the words using natural speech. The student progresses through all stimuli at each speech processing level.

Within each level, the student progresses through 6 groups of words. The words are grouped to become progressively more difficult based on the following 3 factors:

➤ Difficulty of alternate responses (1 vs. 3 minimal pairs)➤ Target phoneme difficulty➤ Target phoneme position (initial vs. final)


Star PicS

Within the semantic task, all stimuli are presented at the natural speech level. The student progresses through 8 groups of words. The words are grouped based on vocabulary type:

➤ Stellar Stories vocabulary: Nouns ➤ Stellar Stories vocabulary: Verbs ➤ Science vocabulary: Anatomy, animals, and plants ➤ Science vocabulary: Geology, ecology, and astronomy ➤ Science vocabulary: General concepts, scientists, tools, and processes ➤ Math vocabulary: Arithmetic operations and fractions ➤ Math vocabulary: Numbers, comparisons, and graphs ➤ Math vocabulary: Geometry

The 10 bars in the upper left corner indicate the percentage of the content completed in the exercise. Each bar represents 10 percent of the exercise. When all of the bars are filled in, the exercise is com-plete. The student will continue to repeat the content at the highest level, beginning with the science vocabulary in the semantic task.

How Students Advance in Star PicsIn Star Pics, the student must pass all levels in the phonemic task before advancing to the semantic task. Within the phonemic task, the student must pass all word groups within a level before advanc-ing to the next level.

To complete a word group and advance to the next word group, a student must correctly answer at least 90% of the items in the group. *If the student fails to meet this advancement criterion for any word groups in a level, the word group is immediately repeated.

*Note that correct responses that occur when help mode is active are not counted toward advance-ment in the exercise.

mASTERYIf after 3 attempts, the student fails to meet the advancement criterion for a group, Star Pics transi-tions the student to the next word group. That word group will be revisited at the end of the level. The student will not advance to the next level until the criterion has been met for all word groups in the current level.


Star PicS

pOINTS AWARDED IN STAR pICSStar Pics awards points to students based on the following conditions:➤ Correct answers: • Ifhelpmodeisoff,thestudentearns2pointsforeachcorrecttrial. • Ifhelpmodeison,thestudentearns1pointforeachcorrecttrial.

➤ Bonus points: After every 3 consecutive correct responses, one segment fills in around the score-board. When all the segments are filled:

• Ifhelpmodeisoff,thestudentearns10bonuspoints. • Ifhelpmodeison,thestudentearns5bonuspoints.

Star Pics Content

Task 1: PhoneMic conTenT

UNIT CONTENT TYpE STImULUS1 easy stimuli - initials & finals mixed base, face, bear, bell

2 Hardstimuli–initialsonly base, vase, bee, knee

3 Hardstimuli–finalsonly safe, save, dip, sip

4 Easystimuli–initials&finalsmixed chip, dip, sip, zip

5 Hardstimuli–initialsonly me, knee, bee, d---

6 Hardstimuli–finalsonly bug, buck, bud, bus


Star PicS

Task 2: seManTic conTenT

UNIT CONTENT TYpE STImULUS7 Storiesvocabulary–nouns baby, policeman, cook, busboy

8 Storiesvocabulary–verbs flipping,floating,swimming,splashing

9 Sciencevocabulary–anatomy, animals & plants

rib, skeleton, backbone, joint

10 Sciencevocabulary–geology, ecology, astronomy

core, crust, volcano, lava

11 Sciencevocabulary–generalcon-cepts, scientists, tools, processes

astronaut, chemist, biologist, astronomer

12 Mathvocabulary–arithmetic operations, fractions

multiply, add, subtract, divide

13 Mathvocabulary–numbers,com-parisons, graphs

percent, mixed number, integer, decimal

14 Math vocabulary - geometry horizontal, vertical, perpendicular, parallel


goals➤ Improve listening comprehension➤ Improve following directions➤ Improve the knowledge and correct use of English language conventions➤ Improve vocabulary skills

skills COGNITIvE

➤ Memory: hold a statement or question in working memory while retrieving picture- concept associations from long-term memory and identifying the best match or answer

➤ Attention: focused and sustained attention➤ Processing: auditory and linguistic processing of orally presented sentences and stories

for meaning and comprehension➤ Sequencing: using word order to comprehend simple and complex statements and

instructions and organizing a response that follows the specified sequence of actions

LANGUAGE AND READING➤ Listening comprehension: build comprehension and memory for details, main ideas, and

relationships within a story➤ Following directions: improve skill in attending to, understanding, and following increas-

ingly complex aural directions➤ English language conventions: build an understanding of English language word order,

prefixes and suffixes, plurals, and subject-verb agreement➤ Vocabulary: build knowledge of the phonological structure and meaning of words

Task➤ Listen to a story and answer comprehension questions about the story; then listen to

sentences and select the pictures that best represent the sentences; finally, listen to instruc-tions and manipulate one or more objects as instructed.

STELLAR STORIES

stellar stories


Understanding the Science in Stellar StoriesStellar Stories presents the first story with the speech sounds digitally altered using patented meth-ods (including selective intensity increases and duration extensions) to provide enhanced learning opportunities. The consonant sounds in each word have been lengthened and enhanced relative to the vowel sound. For example, the word “red” is initially presented with acoustically modified versions of the /r/ and /d/ sounds. As the student progresses through the exercise, Stellar Stories decreases this processing and eventually presents the last story using natural speech.

STORY pROCESSING LEvEL

it happened one night level 1 (most processed)The Tank of dr . Wong level 2 (less processed)something about sally level 3 (less processed)The Tank of dr . Wong level 4 (less processed)something about sally level 5 (natural speech)

The five processing level markers on the left side of the screen represent the different speech process-ing levels in Stellar Stories. While the student works in a level, the corresponding marker lights up. When the student completes a level, the next marker lights up. When all five markers light up, the student is working in the highest level.

learning sTandards addressed in sTellar sTories➤ Track (move sequentially from sound to sound) and represent changes in simple syllables and

words with two and three sounds as one sound added, substituted, omitted, shifted, or repeated.➤ Give, restate, and follow simple two-step directions.➤ Understand and follow one- and two-step oral directions.➤ Relate an experience or creative story in a logical sequence.➤ Understand and be able to use complete and correct declarative, interrogative, imperative, and

exclamatory sentences in writing and speaking.➤ Distinguish the main idea and details.


Planet (sound button) Down arrow or space barPictures (responses, top left to bottom right)

Number keys 1 through 4

stellar stories


How Students Work in Stellar StoriesIn Stellar Stories, the student listens to a short chapter from a story. The student is then presented with 3 activities:

➤ In the listening comprehension activity, the student must answer questions pertaining to the story just heard.

➤ In the language comprehension activity, the student listens to a sentence and sees pictures that are possible representations of the sentence. The student must identify the picture that best represents the sentence.

➤ In the following directions activity, the exercise presents a board containing rows of colored objects. The student clicks the yellow button to hear instructions, such as “Touch the green dol-phin and the white dolphin.” The student must follow those instructions.

stellar stories


How Students Progress through Stellar StoriesIn Stellar Stories, students progress through the 5 levels of the exercise. In the early levels, the exer-cise presents stories in which the speech sounds have been digitally altered using patented methods (including selective intensity increases and duration extensions) to provide enhanced learning oppor-tunities. As the student progresses through the levels, Stellar Stories decreases this processing, and eventually, in Level 5, presents the story using natural speech:

➤ LEvEL 1: It Happened One Night–speech processing level 1

➤ LEvEL 2: The Tank of Dr. Wong–speech processing level 2

➤ LEvEL 3: Something About Sally–speech processing level 3

➤ LEvEL 4: The Tank of Dr. Wong–speech processing level 4

➤ LEvEL 5: Something About Sally–natural speech

Each story is divided into 4 chapters. After listening to a chapter, the student progresses through the following 3 activities:

➤ LISTENING COmpREHENSION: For each chapter, the exercise presents 4 listening comprehension questions.

➤ LANGUAGE COmpREHENSION: Across the 4 chapters in a level, the exercise presents 157 listen-ing comprehension trials. Within each level, all 31 grammar structures are covered, ranging in difficulty from early developing structures (e.g., comparative with -er: The dolphin is faster) to later developing structures (e.g., object relatives with relativized objects: The kelp is entangling the diver that the dolphin is kissing).

➤ FOLLOWING DIRECTIONS: For each chapter, the exercise presents 20 commands. Within each set of commands, the difficulty level increases from less complex (e.g., Touch the purple purse and the red magazine) to more complex (e.g., Put the red antlers between the large green piano and the orange crown).

The 10 bars in the upper left corner indicate the percentage of the content completed in the exercise. Each bar represents 10% of the exercise. When all of the bars are filled in, the content is complete. The student will continue to repeat the content at the highest level, Level 5, until the exercise is closed.

stellar stories


How Students Advance in Stellar StoriesTo advance to the next level in Stellar Stories, the student must meet the criteria for each of the 3 activities. After all trials in a level are presented, the exercise makes this determination based upon the following advancement criteria:

➤ LISTENING COmpREHENSION: 100%–The student must answer 4 out of 4 trials correctly in each chapter.*

➤ LANGUAGE COmpREHENSION: 90%-–The student must answer 142 out of 157 trials correctly.

➤ FOLLOWING DIRECTIONS: 90%–The student must answer 72 out of 80 trials correctly.

If the student fails to meet the advancement criteria for any activities in the level, those activities are repeated. The student will not advance to the next level until criteria has been met for all activities in the current level.

*Each chapter is evaluated independently for listening comprehension. Once the listening com-prehension criterion is met for a given chapter, Stellar Stories will not present the narration or the listening comprehension trials for that chapter again.

pOINTS AWARDED IN STELLAR STORIESStellar Stories awards points to the student based on the following conditions:

➤ Correct answers: The student earns 5 points for each correct trial. ➤ Bonus points: After every 3 consecutive correct responses, one segment fills in around the score-

board. When all the segments are filled in, the student earns 25 bonus points.

Stellar Stories Content

STORY pROCESSING LEvEL

it happened one night level 1 (most processed)The Tank of dr . Wong level 2 (less processed)something about sally level 3 (less processed)The Tank of dr . Wong level 4 (less processed)something about sally level 5 (natural speech)

stellar stories


ENGLISH LANGUAGE CONvENTIONS

GRAmmAR STRUCTURE SAmpLE SENTENCE

Nounsingular/plural(byinflectiononly) Point to the picture of the cups .Quantifiers: none Which dog has none?subject relativization The boy who is mad is pulling the girl .active voice word order The girl is pulling the boy .comparative with more Which one is more messy?complex negation The dog that is not on the box is little .Comparativewith–er Which one is happier?Passive voice word order The boy is being helped by the girl .Wh-object questioning What is the cat chasing? (the mouse)Quantifiers: some Which duck has some?verb singular The fish swimsTense & aspect: -ing The boy is jumping over the dog .noun plural/singular w/quantifier + inflection

Point to the picture of some socks .

Auxiliary–besingular The moose is jumping .case marking prepositions: for show me the groceries being carried for

mom .Tense & aspect: -ed The girl painted a picture .Auxiliary–beplural The moose are jumping .Third person subject pronouns Point to where they are sitting .Tense & aspect: will The girl will open the present .Possessive morpheme [‘s] show me the chicken’s dinner .case marking prepositions: with show me the breakfast made with mom .double embedding The dog that is chasing the cat that is

little is big .relativized subject ending in nvn The cat that is chasing the dog is little .object relativization The cat is chasing the dog that is big .reduced subject relative clause ending in nvn

The girl pushing the boy is smiling .

Who vs . what Who is on the box?verb plural The fish swim .relative pronoun w/double function The boy who the girl is pulling, is pulling

the dog .

stellar stories


object relatives w/relativized objects The girl is hugging the dog that the boy is petting .

clefting it’s the cat that the girl chases .negative passive The dog is not led by the girl .

COmmAND CATEGORY COmmAND TYpE SAmpLE COmmAND

identify (via touch) two objects with 2 properties each .

Touch 2 objects with 2 properties

Touch the purple pillow and the green bed .

identify (via touch or removal) 2 objects with 3 properties each .

Touch 2 objects with 3 properties .

remove 2 objects with 3 properties

Touch the large green bal-loon and the small yellow flower.remove the large purple balloon and the large purpleflower.

Manipulate objects with 2 properties each .

command changed in mid-sentence .

Touch the purple pillow –No!–theyellowalarmclock .

Manipulate all except a type .

remove all of the beds, except for the brown one .

add all of the small unicy-cles, except the white one .

relative placement relative placement Put the small yellow bal-loon between the purple pillow and the green bed .

stellar stories


Stellar Stories Content: Stories

It Happened One NightChapter 1on saturday, Billy and rueben had lunch together . They went to their favorite spot, The Fish shack, for fried fish . They were discussing their favorite subject—cars . Maria (Billy’s girlfriend) showed up . she walked over and dumped a giant soda in Billy’s lap . “hey, what was that for?” Billy shouted . “That’s for taking my best friend allison to the movies last night,” Maria replied . “uh oh,” Billy thought, “how did she find out?” Billy tried to cover by claiming it wasn’t a date . Maria wasn’t interested in listening . rueben didn’t look too pleased either, since allison was his girlfriend . Finally, Billy caved in and explained . he and allison didn’t really go to the movies . They were actually planning a surprise birthday party for rueben . When Marie and rueben heard the real story they both apologized . “let’s go to the movies tonight,” suggested Billy . “cool . Then we’ll go to Moe’s and plan my surprise party together,” added rueben . Maria joked, “i’ll buy the soda .”

Listening Comprehension questionsWhat is Billy and Rueben’s favorite subject to discuss?cars, girls, fried fish, movies

Where did Maria think Billy took Allison?Movies, dancing, The Fish shack, birthday party

What did Marie dump in Billy’s lap?soda, movie tickets, fried fish, car keys

What did Maria say she would buy?soda, movie tickets, lunch, party favors

stellar stories


Chapter 2later that day, Billy went home and asked if he could borrow his dad’s car . at first his dad said no since Billy always returned the car on empty . “But, dad,” Billy pleaded . eventually Billy promised to return the car with a full tank . his dad handed him the keys . Billy watched Tv before heading over to Maria’s house . he was late, and Maria was waiting outside . after passing Wild Willie’s Toy store, the car sputtered and rolled to a stop right in front of the Fish shack . Billy looked at the gas gauge and he couldn’t believe his eyes . he was out of gas . Billy wasn’t too happy . and neither was Maria . The evening was starting off on the wrong foot . Billy suggested, “We can walk to the gas station . it’s only a few blocks away . We can still make it to the movies if we hurry . or we could have dinner at the Fish shack instead .” at first Maria said she didn’t want to walk . her shoes were uncomfortable and her backpack was too heavy . But she realized that walking to the gas station was certainly better than sitting in the car alone . so off they went . Just before they reached the gas station, a blue muscle car with jacked-up wheels raced past them . it smashed into a green convertible and skidded into the front of the gas station . The blue muscle car was pretty banged up . The front window was shattered and the doors were jammed shut . The driver crawled through the window and started to run . still shaking from the crash, he accidentally ran into Billy and Maria, knocking them both down . When Maria fell, she dropped her backpack . The driver grabbed it and kept running .

Listening Comprehension questionsWhat did Billy do before heading over to Maria’s house?Watched Tv, got gas, ate dinner, went to the toy store

Why did Billy’s car stop?Outofgas,flattire,carcrash,redlight

What did Maria drop?Backpack, birthday present, car keys, movie tickets

What did the thief grab?Maria’s backpack, car keys, movie tickets, fish dinner

stellar stories


Chapter 3JustasBillypulledhimselfup,thebluemusclecarburstintoflames.Peoplewererunning all over the place . alarms were going off and the sounds of sirens filled the air . luckily, Maria wasn’t hurt but she was upset that her backpack was gone . “That has mylifeinit.Mywallet,mylicense,mymoneyandmypager!”shecried.NowBillywasreally upset . his knee hurt, his lip was busted and he didn’t know what to do . But he had to get his girlfriend’s backpack and fast . Just then, Billy’s brother Michael drove up on his motorcycle . “dude, what happened?” Michael asked Billy . Billy jumped on the back of the bike . he told Michael that Maria’s backpack had been stolen . “We havetogetitback!”heshouted.“Didyougetagoodlookatthatguy?”Michaelasked . Billy remembered the guy was wearing a red T-shirt and a blue hat . Michael and Billy werespeedingdown7thStreetwhenBillyyelled,“Hey,turnleft!Turnleft!He’srun-ningdownthatalley!”Astheyturnedintothealley,theycaughtaglimpseofthethiefgettingintoablacksedan.“That’shim!”criedoutBilly.“Followthatblackcar!”Michael went full throttle on his motorcycle and they roared after the car .

Listening Comprehension questionsWhat burst into flames?Blue muscle car, green convertible, motorcycle, gas station

Which of these items was not in Maria’s backpack?credit card, wallet, pager, license

Which vehicle did the thief get into?Black sedan, motorcycle, blue muscle car, green convertible

What was the thief wearing?red T-shirt and blue hat, blue T-shirt and red hat, black T-shirt and blue hat, red T-shirt and black hat

stellar stories


Chapter 4The black sedan sped out of the alley, weaving in and out of traffic . But Michael and Billy were right behind it . They were determined to recover the backpack . suddenly, the sedan made a quick u-turn into oncoming traffic . it was heading straight for a bus filled with innocent people . it would take a miracle to avoid disas-ter . Michael pulled hard on the brakes . he and Billy covered their eyes . They couldn’t bear to watch . But the bus driver swerved and somehow missed the black sedan . The car screeched and fishtailed into a fire hydrant . The hydrant blew and water went everywhere . in the middle of all the confusion, Billy headed for the black car . he ran through broken glass, puddles of water and frightened pedestrians . When he got to the car he yanked the door open and grabbed Maria’s backpack . The cops arrived moments later . They arrested the thief and then came over to make sure Michael and Billy were okay . “Fine, now that i’ve got my girlfriend’s backpack,” repliedBilly.AndifwehurryIthinkwecanstillmakeittothelateshow!”

Listening Comprehension questionsWhat did the black sedan almost hit?Bus, motorcycle, fire hydrant, police car

Who recovered Maria’s backpack?Billy, Maria, cops, thief

Who covered their eyes?Billy and Michael, Billy and Maria, bus driver, pedestrians

Who swerved to miss the black sedan?Bus driver, Michael, thief, cops

stellar stories


Something About SallyChapter 1sally got home from school late on Tuesday . she was having one of those days; you know the kind, when nothing seems to go right . she got a c on her history paper and a c on a math test . she forgot her lunch on the bus . and to make matters even worse, today was the day she had to stay late to catch up on schoolwork . needless to say, sally wasn’t in the best of moods . so when she got home from school and saw an envelope with her name on it she figured it was probably an overdue library book fine . But when she opened it up a giant blue and gold elephant-shaped card fell out along with a bunch of temporary wild animal tattoos . “Wow, this is cool,” sally exclaimed . “it’s an invitation to a costume party this saturday .” according to the invitation, only those people in costume would be allowed in . and, the theme was Wild and exotic animals . Plus, there was going to be a costume contest, dancing, and music by the spotted Zebras playing some very endangered sounds . sally was so excited she forgot how bad her day had been . she grasped the phone from her little brother and immediately called her three best friends, Thea, rufus, and kris . luckily, they had all been invited too . since the party was only a few days away, sally and her friends decided to meet after school the next day to work on their costumes .

Listening Comprehension questionsWhat did Sally forget on the bus?lunch, magazines, invitation, library fine

What did Sally get in the mail?invitation, library fine, phone bill, magazines

Which of these would not be at the party?People not in costume, people in costume, dancing, music

What is the name of the band that will play at the party?spotted Zebras, striped Zebras, Blue and gold elephants, Purple Bats

stellar stories


Chapter 2rufus, Thea, kris, and sally met at the aardvark café right after school . First, they got some chili fries to help them think . Then they decided to split up: sally and Thea checked out the second-hand clothing stores, rufus scavenged the streets for dis-carded items, and kris hit the zoo for inspiration .

When they finished, they hooked up at sally’s house to show off their treasures . kris had collected a bunch of pamphlets and brochures from the zoo, rufus had found a stack of old wildlife magazines and a Tv antenna . sally and Thea came back with vintage clothes, wild hats, feathers, and lots of funny looking props . They dumped everything on the bed and started sorting through it .

“Nowcomesthefunpart–figuringoutwhattobe.”saidSally.“i was thinking i might go as a stinkbug,” said rufus . “you’re so weird,” said kris . sally said she was considering going as a zebra . she laughed . “i’ll even dye my hair blackandwhite!”“not bad . What about you, Thea?” “i can’t decide between a squid and a moose,” Thea said . “any suggestions?” They all looked at kris . “i think these feathers would make a great tail,” she said .

Listening Comprehension questionsWhere did Kris go for inspiration?Zoo, second-hand clothing store, sally’s house, aardvark café

What did Kris collect at the zoo?Pamphlets, wildlife magazines, hats, clothes

What did everyone eat at the Aardvark Café?Fries, hamburgers, fish, ice cream and cookies

What did Sally and Thea bring back?clothes, Tv antenna, wildlife magazines, pamphlets

stellar stories


Chapter 3on saturday afternoon they met at sally’s house to put on their costumes . sally had dyed her hair black and white so she could look like a zebra . rufus used the antenna from the Tv to go as a stinkbug . Thea looked pretty good as a moose and kris looked funny as a quail . They decided the fastest way to get to the party would be the bus . When they climbed aboard they were met by lots of really strange looks . it was pretty funny . luckily, they were only on the bus for three stops . The party was in the public garden behind Bernie’s exotic Pet shop . The dance stage glowed with strings of lights and the picnic area was bright with tiki torches . The place was packed . sally had never seen so many crazy costumes . she saw a guy dressed from head to toe like a leopard and a woman with a snake wrapped around her waist . There was also a fountain with colorful lights and fish in one corner of the garden . This was one of the coolest and strangest parties sally had ever been to . The music was just starting up as they made their way through the crowd .

Listening Comprehension questionsWhere did everyone meet?sally’s house, bus stop, zoo, aardvark café

Who dyed her hair?sally (dressed as a zebra), Thea (dressed as a moose), kris (dressed as a quail), rufus (dressed as a stinkbug)

Where was the party?Park, sally’s house, aardvark café, second-hand clothing store

What was in the corner of the garden?Fountain, picnic tables, stage, bus

stellar stories


Chapter 4“it’s time for the Wild and exotic costume contest,” the d .J . announced . “and the lucky winner gets an all-expense-paid trip for four to a wild animal park in san diego .” The crowd went nuts . all sally could think about was trying to get to the stagebeforetheconteststarted.Assherushedpastaleopardshetrippedandflewinto the fountain . Water splashed over the quail who started laughing . The leopard toppled backwards into a herd of moose . The moose collapsed into a grumbling heap . There were antlers everywhere . By the time sally struggled to her feet it was too late . The contest was over . rufus was on stage getting wild applause for his stinkbug outfit . “Well, it looks like we have a winner,” the d . J . said, pointing to rufus . “so, who are you taking with you to san diego, Mr . stinkbug?” rufus paused for a moment . “i don’t know . i guess whoever bugs me the most .”

Listening Comprehension questionsWhat did the winner of the costume contest get?Trip to a wild animal park, bus pass and fifty dollars, concert tickets, a meal at the aardvark café

Who won the costume contest?rufus (dressed as a stinkbug), sally (dressed as a zebra), Thea (dressed as a moose), man (dressed as a leopard)

Where was Sally when the contest winner was announced?Inthefountain,onthedancefloor,onthebus,atthezoo

Who announced the contest winner?deejay, rufus (dressed as a stinkbug), sally (dressed as a zebra), man (dressed as a leopard)


Adolescent Literacy: Issues and SolutionsBy JosePh noBle, Ph .d .Educators know that adolescence is a difficult time, with social, emotional, and physical stresses that seem to turn our children into creatures from another planet. With all these factors turning ado-lescents’ world upside down, who thinks to look at whether or not they are reading well? Reading? Didn’t the early grades take care of that? However, what of those students who did not attain early literacy, or attained it with limited skills? What of the adolescent middle or high school student who is functioning with elementary school reading skills? With so much well deserved attention going to early literacy, adolescent literacy is many times forgotten about. This is borne out on the economic level since “state and federal funding for middle and high school reading programs in the United States has decreased,” (International Reading Association Commission on Adolescent Literacy 1999-2000) and Title I and Reading First funds are primarily budgeted for early intervention.

The literacy needs of adolescents differ from those of elementary school students, but they are just as important and are key to academic success. Middle and high school students are expected to read, comprehend, and respond to increasingly complex material, but many students don’t have the basic skills to adequately access this material at a rudimentary level, let alone at the level of sophistica-tion expected of them. To compound the difficulties faced by these at-risk students, by the time they reach high school, teachers are teaching subject matter, not reading skills. The International Reading Association 1999 report indicates the prevalence of the problem by showing how many students’ reading difficulties are bypassed in high school and continue in college: “13% of fall 1989 first-year higher education students in the United States were enrolled in courses devoted specifically to reme-dial reading.”

THE mIDDLE AND HIGH SCHOOL YEARSThe academic deficiencies of adolescents with language and reading difficulties begin in elementary school. Students develop compensatory strategies that help them through the elementary years, but eventually these stop-gap measures fail to work. For instance, students who compensate by taking more time to accomplish their assignments, by reading passages repeatedly and slowly, will find that, unless they work round the clock, that tactic will no longer work with the more complex material and accelerated work load they begin to encounter in middle school and later in high school.

In addition, as students begin middle school, usually 6th or 7th grade, they are entering a new type of educational environment where there is no longer the single teacher in the same classroom, but differ-ent subjects taught by different teachers in various classrooms. There is no one teacher who will get to know them closely enough to see that the difficulties at-risk students are experiencing may stem from reading problems rather than laziness or not paying attention. This type of environment demands more independence from students, giving them a wide variety of subjects to comprehend and respond to, yet many of them still do not have the reading skills to be able to stand alone academically, and they no longer receive any reading instruction. In middle school, the way teachers teach increasingly emphasizes “reading to learn” rather than “learning to read,” i.e., subject matter rather than skills. As the IRA’s position statement on adolescent literacy observes when discussing middle schools, “Although literacy growth might be recognized as important, many schools do not include reading instruction in the curriculum for all students.”


By the end of middle school, a student’s inability to compensate for a lack of reading skills can become even more problematic. As he or she struggles with academics and adolescence, adjustment problems grow. Should they fail to make the transition to high school, their prospects for ever receiv-ing a high school education decline. A June, 1998, National Center for Education Statistics study, “Subsequent Educational Attainment of High School Dropouts,” reports that one-third of eighth grade drop outs “had no credential and were not pursuing any further education.”

The transition from middle to high school is the time in adolescents’ lives when they are not only going through physical, emotional, and mental changes — new research shows that teenagers’ brains change during adolescence in fundamental ways (Newsweek, May 8, 2000) — but social changes as well, including moving into what could be the final phase of their education. The pressures on adolescents at this stage of their educational career are great, and if the demands are enough to try even the most exemplary student, the strains are many times enough to drive at-risk students to the breaking point. “The ninth grade is a particularly difficult time for at risk students, for they are both at a critical stage of adolescence, and facing a new, impersonal, and more challenging school” (Ascher, Schwartz, Keeping Track of At Risk Students).

Adjustment problems can grow at this time, turning this transition into a larger turning point that will affect the rest of students’ lives. By high school, students who are already struggling to keep up are left behind, and their reaction is manifested many times in disruptive behavior and sometimes in dropping out of school altogether.

bEHAvIORAL pRObLEmS IN SCHOOLA disenfranchised adolescent is at risk for developing serious behavior problems in school. According to the National Center for Education Statistics’ Schools and Staffing Survey, between 1990-91 and 1993-94 the proportion of teachers indicating that physical conflicts among student was a serious problem rose from 6.5 percent to 8.2 percent. The National Center for Education Statistics reports that a majority of public school principals (78 percent) reported having some type of formal school violence prevention or reduction program during the 1996-97 school year.

In a 1994 National Center for Education Statistics’ longitudinal study, when students were asked if disruptions by other students interfered with their learning, 39.6 percent of eighth-graders in 1988, 39.9 percent of tenth-graders in 1990, and 33.1 percent of twelfth-graders in 1992 responded in the affirmative. In addition, the National Center for Education Statistics’ “Principal/School Disciplinarian Survey on School Violence,” reports that in schools with violence prevention programs, 35-49% of teachers and staff are involved in these programs. These statistics show that almost half of the teachers and staff in some schools are spending time in violence prevention programs rather than teaching academic or vocational subjects. As Ohio’s Governor Bob Taft has said, “Students can’t learn and teachers can’t teach if violence and disruption rule the classroom.”

RETENTION – DOES IT WORK?“Research has shown…that retaining middle school students does not improve academic achievement and may in fact signal that schools are not helping students compensate for academic deficiencies that began in elementary school” (Wells). And the Consortium for Equity in Standards and Testing found that “Students who repeat a grade typically do worse academically than those in carefully matched control groups” (Wheelock). Simply having retained students cover the same material in the same way again, hoping that the repetition will help them “get it” isn’t good enough. Accurate diagnosis


of what their problems are and specific, effective solutions need to be implemented. If a student can’t read the assignments, having him or her read them again obviously won’t work. Giving them the skills to read at their grade level will.

Adolescence is a difficult time for all students. In a research project involving 1,000 students, Hertzog and Morgan from the Center for Transition Studies at Augusta State University found that as they moved from eighth grade in middle school to ninth grade in high school, students “decreased in their perceptions of: physical appearance, job competence, romantic appeal, behavioral conduct, and, most alarmingly, global self-worth.” The self-image middle and high school students who are retained have of themselves takes even more of a beating since they feel left behind and stigmatized. They feel out of place with students who now, because of the significant physical, emotional, and intellectual changes that take place in adolescents from one year to the next, seem much younger to them. They watch their age contemporaries moving on with their lives while they appear to be at a standstill. And in a society that values achievement, success, and moving on and up, this is devastating. Add to that the fact that they still cannot perform the same work adequately, and you have a formula for disengage-ment and dropping out. Giving these students the literacy skills to succeed, to be able to read at their grade level and move on to the task of mastering the more advanced content they are receiving, is the way to help them attain the mastery and independence called for in the middle and high school environment.

STUDENTS WHO DROp OUT The 1995 CPS [Current Population Survey] data confirm earlier findings that students who are retained

are at higher risk of dropping out of school. Of the 13.3 percent of 16- through 24-year-olds who repeated one or more grades by 1995, approximately one-quarter had dropped out by 1995, compared to only about 10 percent of the young adults who were never held back in school (24.1 versus 10.1%).

- National Center for Education Statistics

A student who cannot find a way into the material being taught, especially a student who has had a history of being at-risk, will either look for other ways of being involved, through negative and dis-ruptive participation, or will simply drop out altogether. Many students who drop out have become disenchanted with and disenfranchised from their schools because they do not have the skills that allow them to be engaged in their own education. A student will not feel involved if he or she does not have the requisite skills to participate.

Inadequate language and reading skills are often at the root of students not reaching their potential in high school. But many times language and reading problems are not diagnosed in these older students because the focus is on subject matter and the students are adept at covering their deficiencies. These compensations can only work for so long, and as the reading material and related language arts tasks becomes more complex in the advanced grades of high school, a breaking point is reached at which these stop-gap methods no longer work. The International Reading Association pointed out that, the annual “high school dropout rate, which is related to literacy difficulties, was 11% in 1993.”

Dropping out of high school carries social and economic repercussions. A recent “Fragile Families” study determined that in urban areas like Oakland, CA, and Austin, TX, nearly half of young, single mothers and about 40 percent of the new fathers had not completed high school. Further, according to the Department of Education’s National Center for Education Statistics, National Adult Literacy Survey in 1992, full-time weekly wages rise substantially as literacy levels rise. The mean weekly earn-


ings of full-time workers in the third level of prose literacy were 50 percent higher than those in Level 1, and employees reading at Level 5 out-earned their peers in Level 3 by 72 percent.

A CALL TO ACTIONAt the recent High School Leadership Summit held October 8, 2003, Secretary of Education Rod Paige told how “[a]t about half of the high schools in our 35 largest cities, less than half of ninth-graders graduate four years later.” Secretary Paige also cited a recent report by the Organization for Economic Cooperation and Development which found that “American students read, write, and do math at rates lower than students in Asia and Europe. Today, our high school graduation rates fall short of the OECD average.” Acknowledging how unacceptable this situation is, Secretary Paige stated that, “High schools of all sizes and shapes need improvement….No one should be complacent. School leaders must set challenging expectations for all students and engage them with learning.”

Secretary Paige characterized the type of high school reform that is needed in the following way: “We must pay attention to factors like time on task, opportunities to practice, providing quality feedback, and using meaningful assessments of student achievement.” The Fast ForWord® products give stu-dents the opportunity to practice the skills they need to learn effectively and efficiently, focused time on task that moves them in a graduated manner towards proficiency in language and reading skills, and daily, detailed feedback on their achievement that helps teachers make appropriate interventions and determine suitable curriculum offerings.

A pROvEN REmEDY FOR AT-RISK HIGH SCHOOL STUDENTSThe Fast ForWord products can help at-risk students learn the language and reading skills they need to “get back on track” and back into the classroom. Students who enter high school deficient in lan-guage and reading skills need an expeditious way to catch up that will enable them to stay in school and be successful. The Fast ForWord software can help them do this by rapidly building language and reading skills such as phonemic awareness, listening accuracy, phonics skills, fluency, vocabulary, comprehension, working memory, syntax, grammar, sequencing, and other critical skills necessary to being a good reader.

Grounded in over 30 years of scientifically based research into the way the brain learns, the Fast ForWord products develop the cognitive skills of memory, attention, processing rate, and sequencing that support reading.

➤ Memory: Working memory helps students retain information they have read while they are com-prehending a passage.

➤ Attention: Focused and sustained attention allows students to concentrate on reading without being distracted.

➤ Processing: Effective processing allows students to accurately assimilate information, whether it be the content or sound of words.

➤ Sequencing: With proficient sequencing skills, students can maintain the order of what they read, such as the order of letters in a word, or the appropriate order of words in a sentence.

The Fast ForWord products develop these cognitive skills through research-based techniques of frequency and intensity, adaptivity, simultaneous development, and timely motivation to accelerate learner improvement.


The Fast ForWord products use the unique technical advantages of the computer to instruct chil-dren in the skills they need to read and learn. Scientific Learning’s Fast ForWord computer software offers unique possibilities for enabling students to hear the phonemes and sounds of language by slowing them down and digitally enhancing them so that they can be differentiated. Fast ForWord computer software also progressively and gradually changes the degree of exercise difficulty to adapt to each individual student’s incoming skill level and ongoing progress. By using adaptive algorithms, Fast ForWord software maintains a 75-80% success rate; as the student improves the exercises auto-matically become more challenging. The products’ ability to evaluate the student’s progress and automatically increase or decrease the task difficulty provides just the right amount of challenge and reward and, therefore, creates a highly motivating learning opportunity.

The student tracking component of the Fast ForWord products provides clear, action-oriented information on individual, class, or group performance. Automatic analysis, including diagnostic and prescriptive information, is displayed in graphs and tables. Timely and specific intervention guidance provides educators with recommendations to maximize the impact of classroom reading instruc-tion and the effectiveness of the Fast ForWord products. Administrator reports compare progress for students based on demographics such as gender, grade, ethnicity, and other selective socio-economic factors such as At-Risk, Bilingual, Title I, and more. Exercises are aligned to state standards and cor-related to major basal programs.

Field studies have demonstrated that by providing intervention with the Fast ForWord products for at-risk students, the number of students with language, reading, and learning difficulties will dra-matically decrease. In addition, classroom behavior typically improves while related discipline issues decrease.

Scientific Learning is confident that the students who complete Fast ForWord activity will sub-stantially improve their abilities in reading, language, listening, thinking, and communicating. Developing these foundation skills leads to improved ability to gain information in the classroom, with students typically experiencing higher levels of proficiency in many subject areas. Anecdotal evidence has shown that after participating in Fast ForWord activity, students have greater self-esteem and fewer behavior problems, are more engaged in classroom activities, and are more effective in their ability to interact with parents, teachers, and peers. Generally, they develop a stronger motivation to learn and experience greater success in the classroom.


Improvements in Comprehensive Language Skills for Adolescents and AdultsThe Clinical Evaluation of Language Fundamentals, Third Edition (CELF-3) is a comprehensive test that identifies language skill deficits. The CELF-3 measures an individual’s ability to understand words and sentences, follow directions, recall and formulate sentences, and understand relationships between words and categories. These are skills that are critical for reading and writing, as well as for understanding classroom instruction and participating in classroom activities.

One-hundred-eleven individuals, ages 12-20, took the CELF-3 before and after working with Fast ForWord Language. Prior to Fast ForWord activity, the adolescent students performed below the aver-age range on receptive language, expressive language, and total language scores with mean scores of 76, 77, and 76 respectively. After an average of 29 days of Fast ForWord Language participation, these individuals demonstrated an average gain of more than 10 points. At post-testing, they performed within the average range with mean scores of 88 on receptive language, 89 on expressive language and 88 on the total language score.

COmbINED CELF SCORES FOR STUDENTS AGE 12-20The adolescents who participated in the above study used Fast ForWord Language. Scientific Learning’s Fast ForWord Literacy is based on Fast ForWord Language and is designed for middle and high school learners who want to improve thinking, listening, and reading skills. The interactive exercises of Fast ForWord Literacy reinforce and strengthen basic language and reading skills while challenging students to develop organizational skills and the critical communication skills necessary for better reading. The product’s sports-theme stories and exercises create a compelling framework that keeps adolescent and adult students engaged while developing listening and reading comprehen-sion, working memory, syntax and grammar skills, critical thinking, sustained and focused attention, organizational skills, vocabulary, and morphology.

A NEW TImE FOR ADOLESCENT LITERACYIn its position statement, the International Reading Association Commission on Adolescent Literacy 1999-2000 states that, “In the United States, most Title I budgets are allocated for early interven-tion — little is left over for the struggling adolescent reader. Even if all children do learn to read by Grade 3, the literacy needs of the adolescent reader are far different from those of primary-grade children.” They also point out that, “Emphasizing the achievement of early readers has not produced adolescents who read and write at high levels of proficiency,” citing statistics that “13% of fall 1989 first-year higher education students in the United States were enrolled in courses devoted specifically to remedial reading,” and the “high school dropout rate, which is related to literacy difficulties, was 11% in 1993.”

The IRA’s emphasis on the reading issues peculiar to adolescents and many educators’ and parents’ concern about students dropping out of school are really the same concern: students need to develop their receptive and expressive language skills in order to be able to participate in their own education and not become so alienated that they drop out. By supplying the language skills that any student needs as a basis for reading, listening, thinking, and participating successfully, the Fast ForWord prod-ucts can help students who are on the line between participation and alienation stay involved and can


help bring back those who have already become disenfranchised. A new awareness of the problems encountered by adolescent students is growing. We now have the opportunity to bring students with reading and behavioral difficulties back into full participation in the classroom. As one 13-year-old student said after participating in Fast ForWord activity and experiencing 3 years improvement in four months, “I don’t have to work so hard to listen to what the teacher is saying. I can listen to what she is teaching.”

REFERENCESAscher, Carol, and Schwartz, Wendy. “Keeping Track of At Risk Students.” ERIC Digest Number 35. 1987.

Begley, Sharon. “Mind Expansion: Inside the Teenage Brain.” Newsweek. May 8, 2000.

Hertzog, Jay and Morgan, Lená. “Overview.” Freshman Transition Programs. Connecticut State Department of Education. 1999.

International Reading Association Commission on Adolescent Literacy 1999-2000. “Adolescent Literacy: A Position Statement.” 1999.

McLanahan, Sara, Princeton University; Garfinkel, Irwin, Columbia University. “Fragile Families and Child Wellbeing Study, Oakland, California.” November 1999.

National Center for Education Statistics. 1992 National Adult Literacy Survey.

“National Education Longitudinal Study of 1988.” February, 1994.

“Principal/School Disciplinarian Survey on School Violence.”

“Schools and Staffing Survey.”

“Subsequent Educational Attainment of High School Dropouts,” NCES 98-085. June 1998.

Violence and Discipline Problems in U.S. Public Schools: 1996-97: “Violence Prevention Programs.” March 18, 1998.

Paige, Rod. “Prepared Remarks for Secretary Rod Paige at the High School Leadership Summit.” http://www.ed.gov/news/speeches/2003/10/10082003.html. October 8, 2003.

Taft, Govenor Bob. Press Release: “Governor Announces Additional $1.6 Million in Alternative Education Grants.” June 26, 2000.

Wells, Amy Stuart. “Middle School Education--The Critical Link in Dropout Prevention,” ERIC/CUE Digest No. 56. 1989.

Wheelock, Anne. “Social Promotion and Grade Retention.” Spotlight Issues. The Consortium for Equity in Standards and Testing. 1997.


AAbOvE AvERAGE RANGE The range of scores higher than one standard deviation above the mean.

ADApTIvITY With every mouse click, exercises in the Fast ForWord® product exercises adapt (or adjust) to the individual skill level of each student to ensure students are appropriately challenged.

ATTENTION DEFICIT DISORDERS (ADD) A term frequently used to describe the academic and behavioral problems of children who have difficulty focusing and maintaining attention. Also called Attention Deficit Hyperactivity Disorders (ADHD).

ATTENTION The ability to focus on information and tasks and ignore distractions.

AUDITORY DISCRImINATION The ability to detect differences in sounds; may be gross ability, such as detecting the differences between the noises made by a cat and dog, or fine ability, such as detecting the differences made by the sounds of letters “m” and “n.”

AUDITORY FIGURE-GROUND The ability to attend to one sound against a background of sound (e.g., hearing the teacher’s voice against classroom noise).

AUDITORY mEmORY The ability to retain information that has been presented orally; may be short-term memory, such as recalling information presented several seconds before, or long-term memory, such as recalling information presented more than a minute before; or sequential memory, such as recalling a series of information in proper order.

AvERAGE RANGE The range of scores within one standard devia-tion of the mean.

AxON An extension of a neuron cell body that trans-ports information away from the cell body, usually by an electrical impulse

bbELOW AvERAGE RANGE The range of scores lower than one standard deviation below the mean.

bRAIN ImAGING TECHNIqUES Recently developed, noninvasive techniques for studying the activity of living brains. Includes brain electrical activity mapping (BEAM), computerized axial tomography (CAT), and magnetic resonance imaging (MRI).

bRAIN pLASTICITY The ability of the brain to change through expe-rience or learning.

CCENTRAL AUDITORY pROCESSING DISORDER (CApD) A physical impairment inhibiting the ability to distinguish foreground and background noise.

CEREbRAL CORTEx The outer layer of the brain; controls thinking, feeling, and voluntary movement.

COGNITION The act or process of knowing; the various think-ing skills and processes are considered cognitive skills.

COGNITIvE AbILITY Intellectual ability; thinking and reasoning skills.

glossary


COmpARISON GROUp A group that is exposed to all the conditions of a study except for the variable being tested; in Scientific Learning outcomes studies, the variable being tested is the Fast ForWord product.

COmpREHENSION The ability to derive the message or meaning from text; the reason for reading.

DDECODE To use the alphabetic principle (that each letter represents a speech sound) to sound out a word; decoding starts when the reader recovers the phonemes that the letters of a word “stand for” and then blends those phonemes in a recognizable word.

DENDRITE A branching extension from the neuron cell body that receives information from other neurons.

DISCRImINATION Process of detecting differences between and/or among stimuli.

DYSLExIA A specific learning disability that is neurological in origin; a language-based disorder character-ized by difficulties with accurate and fluent word recognition and by poor spelling and decoding abilities, usually associated with insufficient phonological processing abilities.

EExpRESSIvE LANGUAGE Communication through writing, speaking, and/or gesture.

FFIGURE-GROUND DISCRImINATION The ability to sort out important information from the surrounding environment. For exam-ple, hearing a teacher’s voice while ignoring other classroom noises (air conditioners, heaters, etc.)

or seeing a word among others on a crowded page.

FLUENCY The ability to read a text accurately and quickly. Fluent readers can decode and recognize words automatically and understand their meaning at the same time.

FOUNDATIONAL COGNITIvE SKILLS Memory, attention, processing, and sequencing skills targeted by the Fast ForWord products.

FREqUENCY The rate at which something occurs or is repeated. In the context of Fast ForWord products, frequency and intensity refer to the recommended protocol of daily participa-tion and concentrated activity; in the context of Fast ForWord Language v2 and Language v2 Advanced, frequency refers to the starting frequency for each of the Frequency Modulated (FM) sweeps in sequence. The base frequen-cies for the FM sweeps cover the most common frequencies found in speech: 500, 1000, and 2000 Hz.

GGRApHEmE The smallest part of written language that rep-resents a phoneme in the spelling of a word. A grapheme may be one letter, such as d, l, and p; or several letters, such as ch, sh, and th.

HHEmISpHERE Half of the brain, the right or left.

IINTELLIGENCE qUOTIENT (Iq) The ratio between a person’s chronological age (measured in years) and mental age (as measured by an intelligence test), multiplied by 100.


INTENSITY In the context of Fast ForWord products, fre-quency and intensity refer to the recommended protocol of daily participation and concentrated activity.

INTER STImULUS INTERvAL (ISI) STAGE Duration of the silence between each FM sweep in a sequence.

LLANGUAGE AGE Language abilities typically associated (via stan-dardized, normed tests) with the demonstrated level of ability at that chronological age.

LANGUAGE COmpREHENSION The ability to understand communication from others, such as speech, written text, gestures, or sign language.

LANGUAGE SKILLS The ability to comprehend receptive language and use expressive language to communicate. A student who has good spoken language skills will more easily master reading and writing skills.

LETTER-SOUND CORRESpONDENCE The principle that each letter represents a unit of sound (a phoneme).

mmEAN The sum of all scores divided by the number of scores, resulting in an average.

mEmORY The ability to store information and ideas, which is essential for word recognition, comprehension of complex sentences, and remembering instruc-tions. Includes both temporary or “working” memory and long-term memory.

mENTAL AGE The age for which a given score on a mental ability test is average or normal. The term is most appropriately used at the early age levels where mental growth is rapid.

mORpHOLOGICAL AWARENESS The ability to understand and correctly use the base words, small words, letters, and letter com-binations that modify the meaning of a word (e.g., re/view) or its part of speech (e.g., sad/ness).

NN The number of individuals assessed in an out-comes study.

NEURON The cellular unit of the central and peripheral nervous systems.

NEUROSCIENCE Study of the brain and its functions, especially their relation to behavior and learning.

NEUROTRANSmITTER A chemical released by neurons to relay informa-tion to other cells.

NORmS Statistics that provide a frame of reference by which meaning may be given to test scores. Norms are based upon the actual performance of students of various grades or ages in the standardization group for the test. Because they represent average or typical performance, they should not be regarded as standards or univer-sally desirable levels of attainment.

NUmbER OF SEqUENCE ELEmENTS Number of FM sweeps in a sequence.

OORAL LANGUAGE Those verbal communication skills needed to understand (listen) and to use (speak) language.

pp The probability of getting the observed results by chance.


pHONEmES The smallest units of sound in spoken language that make a difference in the meaning of words. When added together, phonemes create syllables, which allow the creation of words; English contains 44 phonemes and these bear a compli-cated relation to the 26 letters of the alphabet. Sometimes one letter represents one phoneme, but sometimes two letters represent a phoneme or one letter represents two phonemes. For instance, “ox” is made up of three phonemes: /aa/, /k/, and /s/, “she” is made up of two pho-nemes: /sh/ and /e/.

pHONEmIC AWARENESS The ability to hear, but also explicitly identify, and manipulate the sounds of spoken language.

pHONICS A method of instruction in reading that is based on the alphabetic principle that there is a pre-dictable relationship between phonemes (sounds in spoken language) and graphemes (letters that represent the sounds) that can be used to decode and read words.

pHONOLOGICAL AWARENESS The understanding that words are composed of sequences of sounds and the ability to identify and manipulate the sounds of language.

pHONOLOGY The scientific study of the speech sounds of a language.

pLASTICITY The ability of a neural network to be reconfig-ured or rewired; changing connections within a neural network.

pROCESSING Accurately distinguishing speech sounds, identi-fying letter and word forms, and understanding the relationship between the two.

RRECEpTIvE LANGUAGE Language that is spoken or written by others and received by the individual.

SSEmANTICS The expressed meaning of sentences and words.

SEqUENCING Placing the detail of information in its accus-tomed order (for example, days of the week, the alphabet, etc.). In the context of read-ing, sequencing is the ability to determine the order of letters within words or words within sentences.

SIGHT WORDS Words a student can recognize on sight without applying phonics or other word-attack skills. These tend to be the high frequency words, many of which do not use phonetic spellings.

SImULTANEOUS DEvELOpmENT Exercising multiple skills at the same time. Each Fast ForWord exercise focuses on a specific set of reading tasks and simultaneously develops underlying cognitive processes such as memory, attention, processing, and sequencing.

SOUND bLENDING The ability to combine smoothly all the sounds or parts of a word into the whole.

STANDARD DEvIATION (SD) A measure of variation from the mean that shows how closely the scores cluster around that mean.

STANDARD ERROR (SE) The variation in score that takes into account the group size.

STANDARDIzED TEST A test that compares a child’s performance with the performance of a large group of similar children (usually children of the same age). Also called a norm referenced test. IQ tests and most achievement tests are standardized.

STANDARD SCORE A score that has been converted to a standard scale in order to compare it to scores from other tests.


STATISTICAL SIGNIFICANCE Statistical term indicating that a result has ninety-five percent certainty of being due to a factor (such as the Fast ForWord products) other than chance.

STImULUS DURATION The duration of each sweep.

STREAm The pattern of high and low FM sweeps over the number of sequence elements in a given stimulus.

SYNApSE The physical structure that makes an electro-chemical connection between two neurons.

SYNTAx The structure of a language, or the rules that specify how grammatical markers and words are combined to make meaningful sentences; the part of speech of a word (for instance, noun or adverb).

TTImELY mOTIvATION The Fast ForWord® exercises provide immedi-ate rewards for correct responses. In addition, patented technologies give students only one opportunity per question to respond correctly, which reduces guessing and encourages students to maintain high levels of attention and effort.

vvISUAL DISCRImINATION The ability to detect similarities and/or differ-ences in materials that are presented visually, e.g., ability to discriminate “h” from “n,” “o” from “c,” “b” from “d,” etc.

vISUAL mEmORY The ability to retain a mental picture of informa-tion that is presented visually; may be short-term memory, such as recalling information presented several seconds before; long-term memory, such as recalling information presented more than a minute before; or sequential memory, such as recalling a series of information in proper order.

vOCAbULARY Includes knowing the meaning of single words that represent objects, groups of objects, actions, relationships, qualities of space and time and knowing how these words function as parts of speech (e.g, nouns, verbs, etc.).

WWORD ATTACK SKILLS The ability to analyze unfamiliar words visually and phonetically.

WORD RECOGNITION The ability to read or pronounce a word; usually implies that the word is recognized immediately by sight and that the student does not need to apply word analysis skills. Does not imply understanding of the word.

WORKING mEmORY The short-duration, limited-capacity memory system that simultaneously stores and manipu-lates information in order to accomplish a task. Working memory specifically refers to a system that uses internal speech to store and manipu-late information — as a series of letters, a list of words, a set of sentences. An analogous system called the “visual spatial scratchpad” stores visual or graphic information.

WRITTEN LANGUAGE Encompasses all facets of written expression, e.g., handwriting, capitalization, punctuation, spell-ing, format, ability to express one’s thoughts in sentences and paragraphs, etc.

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Fast ForWord Literacy Teacher Manualhelp.scilearn.com/toolbox/docs/FFW_Teacher_Manual_Literacy_Legacy.pdfThe literacy needs of adolescents differ from those of elementary school students,

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