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.
Study Focus: School-Based
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.
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.
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.