Longitudinal Study on Computer-Assisted Instruction Benefits

This technical report presents a longitudinal study examining the benefits of computer-assisted instruction (CAI) for early learners, specifically focusing on the Waterford Reading Academy (WRA). The study followed two cohorts of kindergarten students over two academic years, comparing those with high usage of the WRA program to those with low usage. The analysis assessed student outcomes at the end of first grade, one year after the program's conclusion. Results indicated that students with higher usage of the program demonstrated sustained benefits in literacy skills, outperforming their peers with lower usage. The report further analyzes demographic factors, including race/ethnicity, special education services, and socioeconomic status, revealing that students from various backgrounds showed improved literacy outcomes with increased engagement in the program. The findings highlight the potential of CAI to support early literacy development and address achievement gaps among young learners.