| Title: |
Educational Equity Using Computer-Assisted Instruction |
| Language: |
English |
| Authors: |
Haya Shamir; David Pocklington; Kathryn Feehan; Erik Yoder |
| Source: |
Online Submission. 2018. |
| Peer Reviewed: |
Y |
| Page Count: |
6 |
| Publication Date: |
2018 |
| Document Type: |
Speeches/Meeting Papers; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 1 |
| Descriptors: |
Equal Education; Computer Assisted Instruction; Reading Instruction; Kindergarten; Grade 1; Elementary School Students; Public Schools; Achievement Gains; Emergent Literacy; Reading Achievement |
| Geographic Terms: |
South Carolina |
| Abstract: |
Technology is increasingly playing a role in the education of early learners. As such, it is vital that research demonstrates that the new suite of tools that are enabled by emerging technologies are both engaging and effective for all students. The Waterford Early Reading Program, a computer-assisted adaptive curriculum, was administered to kindergarten and first grade students enrolled in a South Carolina public school district during the 2016-2017 school year. Analysis of gains made in literacy skills from the middle of the school year to the end of the school year indicated a significant positive effect for students in kindergarten and first grade. Analysis of end of year scores while controlling for middle of year scores showed similar evidence of the efficacy of the curriculum for students in kindergarten and first grade. Examination of available demographics indicated that students of all genders and ethnicities benefitted from the curriculum. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
ED653986 |
| Database: |
ERIC |