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.
Study Focus: 2nd Grade
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 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.
“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.
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.
Effects of Long-Term and Early Use of CAI on Students’ Literacy Skills
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.
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.