Waterford Early Reading Program<\/a><\/em>, all four requirements are met. The program is full of engaging activities, characters, music, and songs that provide research-based instruction that meet national requirements. Plus, the content is extensive and sequenced to adapt to each child\u2019s individual needs.<\/p>\nIn the program, each child experiences learning different as the program continually adjusts based on each child\u2019s mastery of concepts and performance. In this way, each child experiences a personalized learning path, receiving instruction and challenges, remediation, and repetition as needed to understand a concept that will lead to mastering specific reading skills. <\/p>\n
This means that he or she will be presented with specific learning activities tailored to his or her own learning needs. Where a child may be struggling with a concept, he or she will receive more instruction and practice. Where a child shows mastery of a skill, he or she will move on to more challenges.<\/p>\n
An evaluation performed by Stephen Powers, PhD, and Connie Price-Johnson, M.A. at Creative Research Associates in Tucson, Arizona, in 2006 is just one of many third-party evaluations of the effectiveness of Early Reading Program<\/em>. The study showed the effectiveness of the program\u2019s instructional and individualized learning approach by comparing students in U.S. Title I elementary schools. \u00a0A \u201ctreatment\u201d group of 15 schools used Early Reading Program<\/em>, while a \u201ccontrol\u201d group of 15 other schools did not. Matching techniques and statistical controls were used to evaluate each group.<\/p>\nFinal assessment and analysis indicated that kindergarteners who used Early Reading Program <\/em>outperformed the comparison group of kindergarteners in all outcome measures. And among English language learners in both groups, kindergarteners who used Early Learning Program<\/em> substantially outperformed the comparison group of English language learners.<\/p>\nMany studies have demonstrated the effectiveness of ICT in providing personalized instruction, for both English native speakers and English language learners. Research results obtained by the Henrietta Szold Institute in Israel have indicated that Waterford Institute\u2019s computer-based, adaptive instruction has been effective in accelerating English acquisition for children using the software.<\/p>\n
The concluding point is that ICT provides real efficacy for reading instruction as it provides the adaptive and personalized instruction that each student needs. And it is scalable, offering a consistent, enhanced learning experience to large numbers of children in a wide variety of circumstances.<\/p>\n
The Waterford Early Learning software in reading, math and science is available in multiple deployment models, including being completely being completely disconnected from the internet in a locally self-contained deployment.<\/p>\n
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