Impact of Computer-Assisted Instruction on Low SES Students

This research article investigates the effectiveness of the Waterford Early Reading Program (ERP) and the Waterford Early Math and Science Program (EMS) in enhancing literacy and mathematics skills among kindergarten and first-grade students from low socioeconomic status (SES) backgrounds. The study involved students from two districts in South Carolina and Indiana during the 2015-2016 school year. The experimental groups utilized the CAI programs, while control groups had minimal or no exposure to these programs. The findings indicate that students in the experimental groups performed better on reading and math assessments compared to their control counterparts. The results suggest that integrating a CAI program into the traditional classroom setting may play a significant role in improving the academic skills of low-SES students. The article also discusses the broader implications of socioeconomic disparity in education and the potential benefits of early intervention through technology.