Evaluation of the Waterford Early Reading Program in Kindergarten 2005-06
Stephen Powers, Ph.D. and Connie Price-Johnson, M.A.
When reading achievement by kindergartners using Waterford Early Reading Program™ was tested, the expected usage was 15 minutes a day, four times a week. The results from the highest performing WERP students indicated that the more a student experiences WERP content, the greater the reading gains. Download the complete study.
Final Evaluation of the Reading Initiative
Herbert J. Walberg
As part of a reading initiative by the Albertson Foundation, the Waterford Early Reading Program™ (WERP) was implemented in a sampling of Idaho schools. In addition to outstanding achievement results from the young children that used the program, it was found that WERP produced especially substantial gains in schools where teachers were well trained in the use of the program. Download the complete study.
Steven A. Hecht and Linda Close
In a study to address the issue of phonemic awareness training for disadvantaged kindergartners, the Waterford Early Reading Program™ was carefully sequenced into a mix of other phonological awareness activities. It was found that the more time that students spent receiving phonemic awareness training, including WERP exposure, the better the emergent literacy outcomes. Download the complete study.
Waterford Early Reading Program™ (WERP) was implemented in three schools in Dallas, Texas. The study found that students using WERP significantly outperformed control students both on overall score and in almost every individual skill tested. A significant correlation was also found between the estimated time using WERP and the students’ word analysis gains. Download the complete study.
