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This study examined the efficacy of Waterford Early Learning (WEL), a computer-assisted instruction (CAI) program, on K-3 student’s literacy skills. Students from a school district in Louisiana (N = 2,419) were assessed to examine the long-term and early effects of the CAI program used in the classroom. Analysis revealed that students who used WEL for two and three years significantly outperformed students who used WEL for one year. Additionally, students who used WEL for one year and were tested a year after using the program significantly outperformed students who did not use WEL. Results were analyzed across demographics, including gender, race/ethnicity, special education status, and multi-lingual/monolingual learners. For all demographics assessed, students in the experimental group outperformed their control group counterparts. The results of this study contribute to the growing literature on the longitudinal impact of early educational CAI programs.

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Closing Learning Gaps Early: How Technology Drives Long-Term Literacy Success Across Demographics

  • 会议论文

  • 发表日期：

    2026年

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

摘要

This study examined the efficacy of Waterford Early Learning (WEL), a computer-assisted instruction (CAI) program, on K-3 student’s literacy skills. Students from a school district in Louisiana (N = 2,419) were assessed to examine the long-term and early effects of the CAI program used in the classroom. Analysis revealed that students who used WEL for two and three years significantly outperformed students who used WEL for one year. Additionally, students who used WEL for one year and were tested a year after using the program significantly outperformed students who did not use WEL. Results were analyzed across demographics, including gender, race/ethnicity, special education status, and multi-lingual/monolingual learners. For all demographics assessed, students in the experimental group outperformed their control group counterparts. The results of this study contribute to the growing literature on the longitudinal impact of early educational CAI programs.