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.
Study Focus: 1st Grade
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.
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.
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.
Using CAI for Improving Academic Skills of Students with Special Needs
Students receiving special education services using CAI had higher reading and math end-of-year scores and gains than peers taught only through traditional lessons or with minimal CAI learning time. Results suggest that CAI can support early skills and help more learners meet proficiency.
Impact of the UPSTART Program on Forestalling Summer Learning Loss
The UPSTART Summer program helped rural rising first graders avoid summer reading loss, especially in letter naming and phonics. Results suggest UPSTART is most effective for these foundational early reading skills and can help prepare young students for entry into first grade.
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.