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."

Cost

Pricing varies depending on intended group size. For accessing Now! Programs in school it is recommended to contact them or book a free consult. Prices typically range from $30–85/per student.

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

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• Yes

Accelerated Learning

• Unspecified

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• No

Research Summary

This program was previously called NOW! For Reading and Spelling Comprehension and the Phonological Awareness Plus Synthetic Phonics (PASP) Program. Research on the current program, NOW! Foundations, began in 1991 (Alexander et al., 1991) based on the Auditory Discrimination in Depth Program (ADD). Results demonstrated positive effects within-person and between groups. Participants receiving treatment significant improved in word identification and phonological awareness from pre-test to post-test (Alexander et al., 1991). Children in the NOW! Foundations intervention group had significantly greater phonological awareness skills and skills in word reading level skills than the no treatment and regular classroom instruction groups (Torgeson et al., 1999, 2001). No peer-reviewed research using the current version of the NOW! Foundations program.

Study Citations

Alexander, A. W., Andersen, H. G., Heilman, P. C., Voeller, K. K. S., & Torgesen, J. K. (1991). Phonological Awareness Training and Remediation of Analytic Decoding Deficits in a Group of Severe Dyslexics. Annals of Dyslexia, 41(1), 193–206. https://doi.org/10.1007/BF02648086

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.

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.

Evidence-Based Practice (EBP)

• Evidence-based practice