Bridging the Achievement Gap with Computer-Adaptive Instruction

This study is a research report that investigates the impact of a computer-assisted instruction (CAI) program on literacy outcomes for young learners, specifically kindergarten and first grade students. The research focuses on the Waterford Early Learning (WEL) program, which is a computer-adaptive reading curriculum. The study involved 345 students from a Tennessee school district, with participants in the experimental group using WEL and a control group receiving traditional literacy instruction. The findings indicate that students using WEL showed significantly greater growth in literacy skills compared to their control counterparts, despite starting with lower initial scores. The report details the methodology, including participant demographics, materials used, and the assessment procedures. Results from independent samples t-tests and ANCOVAs demonstrate significant differences in end-of-year scores across various literacy strands, suggesting that CAI can positively influence early literacy development. The study emphasizes the importance of evidence-based instructional methods in early childhood education.