Long-Term Effects of Computer-Assisted Instruction in Early Education

This research article presents a longitudinal study investigating the long-term effects of computer-assisted instruction (CAI) on literacy outcomes among second grade students across three school districts in the United States. The study involved students from Maryland, Texas, and South Carolina who utilized the Waterford Early Learning (WEL) program from kindergarten through second grade. The research aimed to assess overall, long-term, and early effects of CAI by comparing literacy assessment scores of students who engaged with CAI to those who did not. The findings indicated that students who used WEL consistently outperformed their peers in literacy assessments. The study emphasizes the importance of evidence-based curricula in early education and highlights the need for further longitudinal research to understand the sustained impact of educational technology on literacy development. The article outlines the methodology, including participant demographics and assessment procedures, and discusses the implications of the findings for educational practices.