Longitudinal Impact of Computer-Assisted Instruction on Literacy

This research article investigates the long-term effects of computer-assisted instruction (CAI) on early literacy skills among pre-kindergarten students from low socioeconomic backgrounds in Florida. The study compares the literacy assessment scores of students who used the Waterford Early Learning (WEL) program during preschool with those who did not use the program. The experimental group consisted of 266 students who engaged with WEL for over 1,250 minutes, while the control group included 9,435 students who had no exposure to WEL. The findings indicate that students who utilized WEL outperformed their peers in literacy assessments at the end of kindergarten, particularly among English learners and Hispanic students. The article outlines the methodology, including participant demographics, materials used, and the assessment process, emphasizing the significance of CAI in enhancing literacy skills for disadvantaged students. The study concludes that CAI can have a lasting positive effect on early literacy, warranting further exploration into its efficacy in educational settings.