Students who used the Waterford Early Learning program consistently scored higher in literacy than peers, with benefits maintained a year after program completion. Students who started earlier or used the program for multiple years demonstrated stronger results, suggesting that sustained CAI use supports long-term literacy development.
Study Focus: 1st Grade
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 Adaptive CAI to Supplement Early Literacy Development
Students using Waterford achieved higher reading gains than peers across kindergarten, first grade, English learners, and students receiving special education services. Across assessed TPRI strands, Waterford users consistently demonstrated stronger literacy outcomes. Findings show that personalized CAI helps close early literacy gaps and supports diverse learners more effectively than traditional instruction alone.
CAI in Early Literacy for African American, Economically Disadvantaged Children
Research shows that computer‑assisted instruction helps young children build early reading skills. Students using the program made greater gains than those with classroom instruction alone. Results highlight technology as a promising, effective tool for early literacy development.
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.
Long-Term and Early Effects of Computer-Assisted Instruction in Early Childhood
Second‑grade students who used Waterford Early Learning in kindergarten, first, and second grade scored higher on district reading tests than peers who did not use it. Even those who stopped after first grade stayed ahead a year later, showing that early, sustained computer‑assisted instruction can produce lasting literacy outcomes.
Evidence for Dosage and Long-Term Effects of Computer-Assisted Instruction
Students who used a computer‑based reading program in kindergarten and first grade scored higher one to two years later than peers who never used it or used it less. The largest effect sizes were found for students with high program usage, suggesting early, consistent CAI can support lasting reading success.
How Technology Drives Long-Term Literacy Success Across Demographics
Louisiana K–2 students who used Waterford Early Learning for two or three years scored higher than those with only one year of use. Even students with one year of program use outperformed nonusers a year after participation. Across all demographic groups, WEL users showed stronger results, demonstrating sustained positive effects on literacy development.