Impact of Computer-Assisted Instruction on Literacy Skills

This research article investigates the effects of a computer-adaptive reading program, Waterford Early Learning (WEL), on the literacy skills of kindergarten students in Indiana. The study involved 142 students, with a focus on those with active special education status and those without. It aimed to determine if students using WEL for more than 1,000 minutes would achieve higher literacy scores compared to those using it for less than 300 minutes. The findings indicate that students who engaged more with WEL significantly outperformed their control counterparts across various literacy strands, including Reading RIT scores and Writing scores. The study utilized the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) assessment to measure literacy skills at the beginning and end of the school year. Results suggest that computer-assisted instruction can positively influence literacy development, particularly for students with special needs, although further research is necessary to confirm these findings across broader populations.