NOW! Foundations for Speech, Language, Reading & Spelling® (Formerly Neuro-Development of WORDS for comprehension)
Overview
Focus
Specific Skills
- Comprehension
- Literacy
- Memory
- Oral language skills
- Phonological awareness
- Spelling
Program Length
Individuals choose how many sessions they wish to complete with the online tutoring service. Children are expected to see gains in reading level within 4-6 weeks.
Program Description
"NOW! Foundations for Speech, Language, Reading and Spelling® is an evidence-based, scientifically proven dyslexia reading program that can improve phonological awareness, language and literacy skills, strengthen phonetic spelling and all together these stronger skills are the best way to increase self-esteem, and enhance classroom learning."
Visit Program WebsiteCost
Pricing ranges from 30 to 75 dollars per session per student.
More Pricing DetailsDemographics & Delivery
Intended Population
- Dyslexia
Grade
- Pre-K
- Elementary School
- Middle School
- High School
Intended Group Size
- Individual
- Small group
ELL/DLL
- Unspecified
Multisensory Applications
- Yes
Computer-Based Delivery
- Full
Scripted
- Instructor Scripted
Program Specifics
Comprehensive or Skill Specific
- Skill Specific
Placement Tests
- Unspecified
Accelerated Learning
- Unspecified
Assessment to Monitor Skills Mastery
- Yes
Error Correction Built In
- Yes
Fidelity Measures Provided by Publisher
- No
Research & Evaluation
Research Summary
This program was previously called the Phonological Awareness Plus Synthetic Phonics (PASP) Program and called NOW! For Comprehension. Results demonstrated mixed effects for this program. Children improved their word level reading skills but reading comprehension skills were comparable between treatment and control groups.
Study Citations
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approahces. Journal of Learning Disabilities, 34(1), 33-58.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, R., & Garvin, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction, Journal of Educational Psychology, 91(4), 579-93.
What Works Clearinghouse (WWC) Report
- No studies met WWC inclusion criteria
Evidence Base (ESSA)
- No studies met inclusion requirements
Evidence-Based Practice (EBP)
- Evidence-based practice