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.
Study Focus: Kindergarten
Using Technology to Teach Young Learners Math Skills
Kindergarteners who used Waterford’s adaptive math program for at least 1,500 minutes scored higher across all math areas than low‑usage peers. Students in special education showed especially strong gains, with high‑usage learners performing on par with some peers without special‑education needs. Computer‑assisted instruction can help all young children build essential early math skills.
The Effects of Computer Assisted Instruction on Early Math and Literacy
Kindergarteners using Waterford Early Learning in 2023–2024 scored higher in literacy and math than a historical control group. Effect sizes ranged from moderate to large, with the strongest effects in foundational literacy, vocabulary, and operations/algebraic thinking. Results indicate that WEL can strengthen early learning across domains when paired with traditional instruction.
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.