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.
Study Focus: Longitudinal
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.
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.
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.