Systematic Phonics, Smart Way Reading and Spelling - Learn to read from Bright Sky Learning

Evidence-Based Research

A Brief Overview of the Results of the
Smart Way Reading Research Study

The evidence-based research that validates the Bright Sky Learning tutoring program using Smart Way Reading and Spelling is an Overview of the Results of the Bright Sky Learning, Lancaster-Lebanon Intermediate Unit 13, School District of Lancaster Tutoring Research Project, by Lana Edwards Santoro, Ph.D., Education Associates; Angela Kirby-Wehr, M.Ed., Pennsylvania Training and Technical Assistance Network (PaTTAN); and, Edward S. Shapiro, Ph.D., Lehigh University, 2006.

Tests utilized were the Wide Range Achievement Test 3 Reading assessment; the Woodcock Johnson III Letter-Word Identification, Spelling, Passage Comprehension, and Word Attack assessments (collectively, the "Broad Reading" measure); and Dibels monitoring.

The students chosen for BSL were “low basic,” chosen because they were not receiving tutoring in the traditional Education Assistance Program model since they weren’t “bubble students.” Bubble students defined as students who would move from “high basic” to proficiency by the time of the PSSA. Duration: 2/7/06-6/1/06. Enrolled: 130. Attendance: 77.38%. After school, 4 days a week for 1.5 hours.

Of the 111 elementary school students pre and post tested 98% made progress. Of 55 students who received 40+ hours of remedial instruction, these gained, on average, 2.75 grade levels on the WJIII Broad Reading Measure.

“It appears that the largest impact on student performance occurred for students performing at or below the 25th percentile.”
“Overall, data shows how the Bright Sky tutoring program helped advance the reading performance of the lowest performing students.”
“Another important consideration when reviewing these findings is the relatively short duration of the BSL tutoring intervention.”

“The research study at the secondary level compared student progress via a single subject research design, pre-testing and post-testing students utilizing standardized measures. Overall, students received an average of 26 hours of tutoring and made significant gains in the area of basic reading skills, gaining on average 1.5 grade levels on standardized measures. The attendance rate was 75%; of the 49 students pre and post tested 93% made progress.”

A full copy of the Study can be downloaded here: Research Study

Phonics Reading Program Results

[ Home ] [ Products ] [ Parents ] [ Professionals ] [ Reading Problems ] [ Success Stories ] [ About Us ] [ Contact Us ] [Research Study] [ Questions & Answers ] [ A Final Word ] [ smart-web-learning ]

Questions or problems regarding this web site should be directed to Administrator.

Read our [ Company Policy Statement ]