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: School-Based
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.
Using Computer-Assisted Instruction to Improve Early Literacy Skills for Struggling Students
Students using Waterford’s reading program achieved higher percent gains on a literacy assessment across grades and student groups, including those with special education services. Findings from this study indicate that computer‑assisted instruction is an effective approach for supporting early reading development.
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.
Game-Based Learning for Young Learner
Digital game‑based learning (GBL) supported literacy development for kindergarten through second grade students. Those using WEL scored higher across all reading areas than peers, with especially large effect sizes for second graders. Benefits persisted across genders and ethnicities, highlighting WEL’s potential to support diverse learners.
Reinforcing Second Grade Literacy Skills Using a Computer-Adaptive Reading Program
Second graders who used the computer‑adaptive reading program consistently scored higher across all literacy areas than their control peers. Just 30 minutes a day, five days a week made a meaningful difference. Findings show the importance of consistent, sustained CAI use for supporting reading skills.
Effects of Long-Term and Early Use of CAI on Students’ Literacy Skills
Students who used the Waterford Early Learning program consistently scored higher in literacy than peers, with benefits maintained a year after program completion. Students who started earlier or used the program for multiple years demonstrated stronger results, suggesting that sustained CAI use supports long-term literacy development.
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.