In the development of the Waterford Early Reading Program™ and Waterford Early Math and Science™, Waterford's research teams—made up of experienced teachers and experts in the field of education and computers—consulted a variety of resources, including:

• Current research findings (research sources)
• Top reading and learning experts including Marilyn Jager Adams, Joseph Torgesen, David C. Geary, and Robert Siegler
• National and state standards
• Results of testing Waterford programs in schools (effectiveness research)
  

The resulting unique instructional programs are based on the following elements:

• A balanced reading continuum grounded in research
• A balanced approach to math and a science curriculum rich in active discovery
• Regular review and assessment
• Technology integrated into the curriculum
• Parental involvement
  

The Waterford Early Reading Program is a complete continuum of instruction. It assumes children have no knowledge of reading and writing, and it takes them through all the necessary steps to help them become fluent readers. The program is founded largely on the 10 research-based findings listed below.

1. Emergent readers need to understand how print works.
2. Recognizing individual letters is a critical determinant of reading proficiency.
3. Phonological awareness plays a critical role in learning to read.
4. Beginning readers need to understand the relationships between spelling patterns and their pronunciation.
5. Beginning readers need practice reading and listening to a variety of texts.
6. Beginning readers need to develop automatic word recognition skills so they can pay attention to meaning.
7. Readers should practice spelling and writing new words.
8. Readers need practice reading orally with expression and automaticity.
9. Readers can develop comprehension strategies that help them better understand what they read.
10. Readers should practice writing connected text to express ideas and learn basic grammar and usage.

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Waterford Early Math and Science provides students with a solid foundation in basic math and science skills that foster a lifetime of learning. Fundamentally, students will:

• Learn basic facts and operations
• Learn problem solving strategies
• Learn methods of exploration
• Develop curiosity

Waterford approaches math with a balance between conceptual skills and drill and practice. Students benefit from step-by-step instruction in math skills to develop automaticity. Once students have learned the basics, problem-solving activities stretch their thinking and help them to apply their newly-learned skills to everyday life.

Students learn science through active engagement in inquiries that are both interesting and important to them. Students are taught to observe, manipulate, ask questions about, and experience science concepts.

"Reviewing skills helps students retain knowledge. Exemplary beginning reading programs build in review to strengthen learning. A reading instruction program that teaches a specific curriculum element in two weeks, with a review at the beginning of the second week…bridges interruptions 'to support cumulative learning" (Calfee, 1998, p. 329).

Waterford programs employ three different types of assessment:

• Pretests or screening assessments determine students' knowledge for beginning placement and initial instruction
• Ongoing assessments use the instructional process to check and determine the individual needs of each student
• Unit or final assessments check for retention of important skills

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The National Association for the Education of Young Children (NAEYC) guidelines require that "appropriate technology is integrated into the regular learning environment and used as one of many options to support children's learning" (NAEYC, 1996).

Waterford programs maximize the benefits of computer instruction (adaptive, interactive software) by integrating it with solid classroom materials (easy-to-use teacher guides, take-home student books and audiocassette tapes, and classroom posters and handouts).

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Waterford recognizes the importance of the home in successful learning. Students are given a variety of take-home materials to reinforce the Waterford classroom curriculum. These materials inform parents about their students' progress and provide activity ideas that continue learning at home.

The following items may be sent home to parents:

• DVDs that teach skills students are working on in the courseware
• Books (both controlled text and natural text) that reinforce word patterns, math and science objectives, sight words, vocabulary, and comprehension taught at school
• CDs of books and songs that allow students to listen to the stories and songs they are exposed to in the classroom
• Home Link Newsletters that inform parents about their students' progress and foster continued learning at home (available in both English and Spanish)
• Worksheets and computer printouts available at the end of many lessons that provide homework, extra practice, and reinforcement of skills

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