Schools need strong early literacy support, and this study shows that adding computer‑assisted instruction helps. Kindergarten and first‑grade students using Waterford consistently achieved higher end-of-year literacy test scores across demographic groups. Overall, integrating technology with classroom teaching strengthens early literacy development.
ESSA Tier: Tier 4
Literacy Improvement in Early Learners Using Technology
Students using Waterford’s reading program consistently outperformed peers across grades, demographics, and language groups, demonstrating the effectiveness of computer-assisted instruction for diverse learners. Overall, results show computer‑assisted instruction is a powerful support for building early reading skills.
Using Computer-Assisted Instruction to Improve Early Literacy Skills for Struggling Students
Students using Waterford’s reading program achieved higher percent gains on a literacy assessment across grades and student groups, including those with special education services. Findings from this study indicate that computer‑assisted instruction is an effective approach for supporting early reading development.
CAI: Long-Term Effects on Early Literacy of Low Socioeconomic Status Students
Minority and low‑income students who used Waterford Early Learning in PreK had higher end-of-kindergarten literacy scores than peers who did not use WEL. Results were statistically significant across almost all demographics analyzed. These findings highlight the lasting benefits of WEL for diverse learners, indicating that WEL may help reduce achievement gaps.
Technology Improving Literacy Skills for All Students: Findings from Three Districts
Across three districts and three grades, students who used WEL alongside traditional instruction demonstrated significantly higher gains, percent gains, or end-of-year scores on literacy assessments than peers. Benefits appeared across ethnic groups, including majority‑Hispanic settings. Results show CAI can support early reading skill development for diverse learners.
Long-Term Effects of CAI in Early Education: Evidence from Three Districts
Second grade students who used WEL for multiple years demonstrated strong, lasting literacy outcomes across districts. Students with early and consistent program use—starting in kindergarten—had higher scores than students who started later or used for fewer years. Program benefits continued even a year after students stopped using the program.
Utah Upstart Year 13 Results
UPSTART’s Cohort 13 results show 73% graduated, mostly by meeting usage goals. Students with full implementation support used the program more consistently. Over 90% of Upstart students achieved literacy and numeracy proficiency by program completion. Cohort 12 longitudinal findings showed most UPSTART students maintained literacy and numeracy grade-ready through kindergarten.
Long-Term Early Effects of CAI in Low Socioeconomic Status Students
Students who used WEL early and consistently had higher literacy scores than control peers at the end of second grade, up to one year after the program. These results were seen across nearly all demographic groups, with notably strong results for Latino/a students. Findings highlight lasting literacy impacts.
Can CAI Improve Literacy and Mathematics Achievement in Young Low Socioeconomic Status Students?
Students who used Waterford scored higher in reading and math than peers who used the program less or did not use it, with benefits seen across assessments and student groups. Free lunch-eligible students also achieved higher scores than control peers, indicating that adaptive CAI can strengthen early skills and reduce achievement gaps.
Can CAI Improve Reading Achievement in Young ELL Students?
ELL students who used CAI generally had higher literacy gains than peers, with improvements across foundational reading skills, vocabulary, phonics, and comprehension. Positive results across assessed reading subskills highlight the potential of CAI-enhanced curriculum to support English language learners’ literacy development.