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The current study examines the efficacy of Waterford Early Learning (WEL), a literacy and math computer-assisted instruction (CAI) program. Two groups of students from an Illinois school district (N = 161) participated, an experimental group that used WEL to supplement their traditional kindergarten school year (2023–2024) and a historical control group that did not use WEL during their kindergarten school year (2021–2022). Each group’s literacy and math skills were assessed at the beginning and end of their respective kindergarten school years. End-of-year literacy scores for the experimental group were significantly higher than the control group for the overall score and three of the four subskills, with effect sizes ranging from 0.45 to 0.72. End-of-year math scores for the experimental group were also significantly higher than the control group for the overall score and three of the four subskills, with effect sizes ranging from 0.29 to 0.69. These results further demonstrate the efficacy of WEL to improve skills across multiple domains.

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Making Learning Count: The Effects of Computer-Assisted Instruction on Early Math and Literacy

  • 会议论文

  • 发表日期：

    2026年

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  • Haya Shamir,
  • Erik Yoder,
  • David Pocklington,
  • Alexander Houchins,
  • Mikayla Tom

摘要

The current study examines the efficacy of Waterford Early Learning (WEL), a literacy and math computer-assisted instruction (CAI) program. Two groups of students from an Illinois school district (N = 161) participated, an experimental group that used WEL to supplement their traditional kindergarten school year (2023–2024) and a historical control group that did not use WEL during their kindergarten school year (2021–2022). Each group’s literacy and math skills were assessed at the beginning and end of their respective kindergarten school years. End-of-year literacy scores for the experimental group were significantly higher than the control group for the overall score and three of the four subskills, with effect sizes ranging from 0.45 to 0.72. End-of-year math scores for the experimental group were also significantly higher than the control group for the overall score and three of the four subskills, with effect sizes ranging from 0.29 to 0.69. These results further demonstrate the efficacy of WEL to improve skills across multiple domains.