Abstract
This descriptive study explored the effects of the Fast ForWord Language Program and its effect on two second grade struggling readers. The study investigated whether the program had helped the students with their overall reading ability. Data were collected through observational notes and interviews with the two students and their classroom teacher. Observational notes were taken during English Language Arts in the classroom as well as during Fast ForWord. Interviews were audio-taped to get a deeper insight on what the program was, if they liked the program, if they believed the program had helped them become better readers, and if the program would be recommended for further use. The results of this study were inconclusive. There were no direct findings that showed how Fast ForWord directly impacted overall reading ability. Additional research would need to be done to be able to conclude that Fast ForWord did directly impact reading ability. Results of the study did indicate that all three participants, the two children and the classroom teacher, believed it had helped the two students become better readers.
