Minority and low‑income students who used Waterford Early Learning in PreK had higher end-of-kindergarten literacy scores than peers who did not use WEL. Results were statistically significant across almost all demographics analyzed. These findings highlight the lasting benefits of WEL for diverse learners, indicating that WEL may help reduce achievement gaps.
Study Focus: Race/Ethnicity
Can Children Achieve Literacy Gains During the Summer?
Waterford Early Learning supported literacy skills in the summer before kindergarten, with students showing strong outcomes across all demographics. With just 20 minutes of daily learning, students improved their literacy scores over the summer program. Findings suggest that WEL can help prevent summer learning loss.
Long-Term Early Effects of CAI in Low Socioeconomic Status Students
Students who used WEL early and consistently had higher literacy scores than control peers at the end of second grade, up to one year after the program. These results were seen across nearly all demographic groups, with notably strong results for Latino/a students. Findings highlight lasting literacy impacts.
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.
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.
Preventing Summer Learning Loss: A Randomized Control Trial
Children in South Dakota and Wyoming who used Waterford’s computer‑assisted literacy program during the summer before kindergarten scored higher in overall literacy—especially blending and letter recognition—than peers using the math/science program. Benefits held for children experiencing poverty and for students of color, showing strong, equitable summer learning gains.
Randomized Control Trial: Early Learning CAI on Literacy Skills Across Demographics
PreK children across five states who used Waterford’s computer‑assisted literacy program scored significantly higher overall and in blending, letter sounds, and letter recognition subskills than peers using the math/science program. Benefits extended across demographic groups, including multilingual learners and children experiencing poverty, showing CAI’s potential to strengthen early literacy skills.
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.