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: Kindergarten
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.
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.
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.
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.
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.
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.
Dosage Effects of CAI on Literacy Skills
Students who were randomly assigned to use CAI performed similarly to their control counterparts; however, those who reached at least 1,500 minutes made significantly stronger literacy gains than the control group. Findings highlight the importance of sustained program use for maximizing the benefits of CAI.