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1WWC Intervention Report Waterford Early Reading Program™ July 16, 2007
What Works ClearinghouseBeginning Reading
WWC Intervention Report
July 16, 2007
U.S. DEPARTMENT OF EDUCATION
Waterford Early Reading Program™
1. The descriptive inormation or this program was obtained rom a publicly available document on the program’s web site (http://www.pearsondigital.
com/pds/werp/researchsummary-werp.pd , downloaded April 2007). The WWC requests developers to review the program description sections or
accuracy rom their perspective. Further verifcation o the accuracy o the descriptive inormation or this program is beyond the scope o this review.
2. The evidence presented in this report is based on available research. Findings and conclusions may change as new research becomes available.
3. These numbers show the average and range o student-level improvement indices or all fndings across the study.
Waterford Early Reading Program™ is a sotware-based cur-riculum or students in Kindergarten through second grade. The
curriculum is designed to promote reading, writing, and typing,
incorporating literacy skills such as letter mastery, language
stories, spelling, basic writing skills, reading and listening
development, and comprehension strategies. It can be used as a
supplement to the regular reading curriculum. Program materialsinclude classroom lessons and take-home materials in addition
to the Waterord sotware. Waterford Early Reading Program™
oers pretest placement and posttest assessments, in addition
to ongoing assessments throughout the program.
One study o Waterford Early Reading Program™ met the What
Works Clearinghouse (WWC) evidence standards with reserva-
tions. The single study included more than 70 Kindergarten
students rom six schools in Ohio.2 The WWC considers the
extent o evidence or Waterford Early Reading Program™ to
be small or alphabetics and or comprehension. No studies
that met WWC evidence standards with or without reservations
addressed uency or general reading achievement.
Waterford Early Reading Program™ was ound to have potentially positive eects on alphabetics and no discernible eects on
comprehension.
Alphabetics Fluency ComprehensionGeneral reading
achievement
Rating of effectiveness Potentially positive eects na No discernible eects na
Improvement index3 Average: +19 percentile pointsRange: –26 to +37 percentile
points
na Average: +4 percentilepoints
na
na = not applicable
Program description1
Research
Effectiveness
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