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.
Study Focus: Kindergarten
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.
Randomized Controlled Trial of Kindergarten Students Using Literacy Technology
Children in Indiana who were randomly assigned to use a 15‑minute‑a‑day computer‑adaptive reading program ended kindergarten with stronger reading scores than peers receiving only teacher‑led instruction. Higher scores were observed across all backgrounds, indicating that adding adaptive technology can give young learners extra support in learning to read.
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.
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.
Usage Matters: Longitudinal Benefits of Computer-Assisted Instruction for Early Learners
Kindergarteners with high Waterford Early Learning usage outperformed low-usage peers on a first‑grade literacy test one year after program completion. Benefits appeared across all demographic groups, highlighting the potential for sustained literacy development through computer-assisted instruction.
Using CAI to Provide Early Literacy Instruction for All Learners
Kindergarteners who used Waterford’s adaptive reading program for at least 1,500 minutes scored higher at year’s end than low‑usage peers. Benefits were consistent across demographic groups, including students in special education and across racial and ethnic backgrounds, showing computer‑assisted instruction can help all young learners build strong early literacy skills.