Abstract
Longitudinal studies are an infrequently used but essential means to identify effective literacy interventions for young readers. This study aimed to identify whether computer-adaptive technology, specifically Waterford Early Learning (WEL), in the early grades leads to lasting impacts on literacy skills. In this study, the literacy skills of second grade students in a public school district in Maryland were measured at the end of the 2017–2018 school year using a district administered literacy assessment. Scores were analyzed in three distinct comparisons: overall effects, comparing students who used computer-assisted instruction (CAI) to those who did not; long-term effects, comparing students who were assessed one year after using CAI to those with no CAI usage; and early effects, comparing students who used CAI for three years compared to two years. Students who used CAI in kindergarten, first grade, and second grade significantly outperformed students who did not use the program in any year on two measures of reading skills. Moreover, students who used the program in kindergarten and first grade but did not use in second grade significantly outperformed their control counterparts who did not use the program when assessed one year after, indicating the long-term effects of the program on students’ literacy skills. Students who used the program for all three years outperformed students who did not start using the program until first grade, indicating that beginning educational technology programs as early as possible makes a lasting impact on students’ literacy skills. Overall, technology may be a beneficial addition to the traditional classroom setting.
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Shamir, H., Yoder, E., Pocklington, D., Feehan, K., Ortiz-Wood, C. (2022). Long-Term and Early Effects of Computer-Assisted Instruction in Early Childhood. In: Uskov, V.L., Howlett, R.J., Jain, L.C. (eds) Smart Education and e-Learning - Smart Pedagogy. SEEL-22 2022. Smart Innovation, Systems and Technologies, vol 305. Springer, Singapore. https://doi.org/10.1007/978-981-19-3112-3_10
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