Waterford Early Learning supported literacy skills in the summer before kindergarten, with students showing strong outcomes across all demographics. With just 20 minutes of daily learning, students improved their literacy scores over the summer program. Findings suggest that WEL can help prevent summer learning loss.
ESSA Tier: Tier 3
Impacts on Literacy Skills of Kindergarten Students Across Demographics
Kindergarteners who used WEL for at least 1,000 minutes had significantly higher end-of-year literacy outcomes than peers, with medium to large effect sizes. Students in special education and those from low‑income families who used WEL also showed stronger literacy outcomes, highlighting WEL’s potential to support young learners across demographics.
Bridging the Achievement Gap for Low-Performing Students Using Computer-Adaptive Instruction
Students who used CAI consistently made stronger literacy gains than peers, even though they started the year behind. Kindergarteners and first graders scored higher across all reading strands, with the largest effect sizes seen in foundational skills. Results highlight the value of early, regular use.
Game-Based Learning for Young Learner
Digital game‑based learning (GBL) supported literacy development for kindergarten through second grade students. Those using WEL scored higher across all reading areas than peers, with especially large effect sizes for second graders. Benefits persisted across genders and ethnicities, highlighting WEL’s potential to support diverse learners.
Reinforcing Second Grade Literacy Skills Using a Computer-Adaptive Reading Program
Second graders who used the computer‑adaptive reading program consistently scored higher across all literacy areas than their control peers. Just 30 minutes a day, five days a week made a meaningful difference. Findings show the importance of consistent, sustained CAI use for supporting reading skills.
Using Technology to Improve Reading and Math Scores for the Digital Native
This study tested whether adding Waterford’s adaptive instruction to Head Start improved early reading and math for low‑income pre‑K children. Participants made significantly larger gains than control students in vocabulary, phonological awareness, print knowledge, and math. Moderate to large effect sizes show adaptive technology can meaningfully strengthen early learning.
Does Computer-Assisted Instruction Improve Early Math Skills?
Students using Waterford’s early math and science program consistently outperformed peers. Results across grades and demographics show that adding computer‑assisted instruction to classroom teaching effectively supports early math development.
Educational Equity Using Computer-Assisted Instruction
Technology can support early learning when used consistently. In this study, kindergarten and first‑grade students who had higher Waterford learning time made stronger literacy gains than similar peers across all demographics. Despite usage differences between ethnicities, all students improved, showing that high‑quality, personalized technology can positively support early reading development.
Using CAI to Fidelity to Combat Learning Loss in Early Learners
Children who had high usage of Waterford’s computer‑assisted summer reading program before kindergarten scored higher in early literacy than low‑usage peers. This held across income, language, gender, and preschool experience. Consistent use of computer‑assisted instruction can help prevent summer learning loss for young children.
Using CAI to Provide Early Literacy Instruction for All Learners
Kindergarteners who used Waterford’s adaptive reading program for at least 1,500 minutes scored higher at year’s end than low‑usage peers. Benefits were consistent across demographic groups, including students in special education and across racial and ethnic backgrounds, showing computer‑assisted instruction can help all young learners build strong early literacy skills.