Methodology
There were several overriding concepts that went into the development of the Smart Way Reading and Spelling® program. These concepts were born out of the experience of the developers, who worked not from a theoretical basis, but rather from practical experience. The same ideas used in developing Smart Way went in to finding the best possible intervention mathematics programs to be utilized in Bright Sky programs.
The idea for Smart Way was challenging, but from our perspective, a must. We needed to mesh the most ideal program, from a scientific and instructional perspective, while at the same time keeping it simple allowing even the most novice reading coach to obtain positive results with their students.
We believed that the above was critical to actually ensuring that no children are left behind in their literacy or math skills.
Teaching Ratio
Most will agree that the key to a child's progress in learning anything is the ratio of students to teachers. This has been an ever-growing problem and a source of debate within the educational arena for years. Most educators would agree that if there were enough teachers to instruct students on a one-on-one basis, far fewer, if any, children would fall behind.
With this in mind, it was an over-riding desire that both the reading and math programs to be used have as close to a one-on-one approach as possible, so that these foundational learning skills are given the proper stress and emphasis. Most Bright Sky programs average between three and five students to one coach, thus allowing for as much individual instruction as possible over the course of student enrollment.
Research- and Evidence-Based
Additionally, it was a requirement that the reading and math instruction programs be with the benefit of evidence- and research-based studies that have been conducted on the subjects and/or products themselves.
At the time Smart Way was being developed, the National Reading Panel (NRP) had issued their 480-page report, following an exhaustive review of over 100,000 studies on reading instruction. Their work provided a technical framework for construction of the program, a framework that anyone could be confident in, as it was based on the best practices in reading instruction.
A study by Main Street Academix indicated that progress made by students using MathLine and the MathLine manipulative throughout the course of a school year made significantly greater progress than did the control group (Preble et. al., 2005).
Smart Way Reading and Spelling Design
Smart Way was designed according to the methodology outlined above. There are two aspects to the program's construction: the first, is the reading instruction methods that are employed within the program and the second, is the actual physical construction of the program.
The findings of the NRP were outlined in the National Institute for Literacy (NIFL) booklet Put Reading First. The Smart Way Reading and Spelling program incorporates the following five elements, which were found to be present and work together in the most effective reading programs:
- Phonemic awareness: the concept that words are made up of sounds that are represented by letters.
- Systematic phonics: linking individual letter(s) to the sounds they make to create words.
- Guided oral reading: repeated and monitored oral reading improves reading fluency and overall reading achievement.
- Vocabulary instruction: vocabulary is acquired by students both indirectly and directly.
- Text comprehension instruction: comprehension in students can be improved by instruction that helps readers use specific comprehension strategies.
Rather than stress individual phonetic rules for the sake of teaching rules, Smart Way introduces words and word patterns in families, which helps students grasp the key phonetic rules through a cognitive learning process. Text comprehension instruction: comprehension in students can be improved by instruction that helps readers use specific comprehension strategies.
The Bright Sky program has been one of the most rewarding educational experiences in my long career as an educator.
- PW, School District Classroom Supervisor
Advantages of MathLine with Respect to Other Tools
1. One Supplemental Tool - MathLine is one supplemental tool that can be used for over 25 elementary math concepts.
2. All Students Use the Same Tools - Whether MathLine is implemented in the elementary mainstream classrooms, Special Education programs, or any other education program, students will use similar style tools, all with the same multiple benefits.
3. Multi-Sensory - MathLine incorporates all modes of learning - audio, visual, tactile, and kinesthetic - which means every child can learn on MathLine.
4. Self-Contained - MathLine is a self-contained tool, so students keep their learning organized. Pieces cant be dropped on the floor, and students wont lose track of what object they are counting.
The Key Curriculum Difference
1. "Key to" workbooks are classroom-tested and proven successful with students at all levels.
2. Key to Fractions covers all topics from basic concepts to mixed numbers and is written with secondary students in mind.
3. Key to Decimals begins with basic concepts and operations, then real-world uses of decimals in pricing, sports, metrics, calculators, and science.
4. Key to Percents first emphasizes mental computation and estimation skills. Then students are taught to solve percent problems using equal fractions and decimal multiplication. Finally, percents are used to solve word problems in a variety of applications.
5. Key to Algebra offers a unique, proven way to introduce algebra. New concepts are explained in simple language, and examples are easy to follow. Students develop understanding by solving equations and inequalities intuitively before formal solutions are introduced.
6. Key to Geometry offers a non-intimidating way to prepare students for formal geometry as they do step-by-step constructions.
The combination of these highly effective programs includes all ten of the standards associated with mathematical proficiency by the National Council of Teachers of Mathematics as well as the 2003 National Research Council report entitled Adding It Up: Helping Children Learn Mathematics.
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