• May 14, 2019 News!IJIET Vol. 7, No. 9-Vol. 8, No. 8 have been indexed by EI (Inspec).   [Click]
  • Apr 15, 2019 News![Call for Papers] Special Issue on Education, Research and Innovation   [Click]
  • Jul 26, 2019 News!Vol. 9, No. 9 issue has been published online!   [Click]
General Information
    • ISSN: 2010-3689 (Online)
    • Abbreviated Title: Int. J. Inf. Educ. Technol.
    • Frequency: Monthly
    • DOI: 10.18178/IJIET
    • Editor-in-Chief: Prof. Dr. Steve Thatcher
    • Executive Editor: Ms. Nancy Y. Liu
    • Abstracting/ Indexing: Scopus (Since 2019), EI(INSPEC, IET), EBSCO, Electronic Journals Library, Google Scholar, Crossref, etc.
    • E-mail: ijiet@ejournal.net
Prof. Dr. Steve Thatcher
CQUniversity, Australia
It is my honor to be the editor-in-chief of IJIET. The journal publishes good-quality papers which focous on the advanced researches in the field of information and education technology. Hopefully, IJIET will become a recognized journal among the scholars in the related fields.

IJIET 2019 Vol.9(4): 280-285 ISSN: 2010-3689
doi: 10.18178/ijiet.2019.9.4.1213

Technology Improving Literacy Skills for All Students: Findings from Three Districts

Haya Shamir, Erik Yoder, David Pocklington, and Kathryn Feehan
Abstract—Research has suggested that computer-adaptive curriculum may be an effective means of closing demographic achievement gaps. The current study reports findings for young learners in kindergarten and first grade using a computer-adaptive instruction (CAI) literacy curriculum called the Waterford Early Learning Program (WEL) in three geographically diverse school districts. The aim of the study was to determine how an adaptive, educational technology program targeting early reading skills impacts literacy scores of early elementary school students when used in a traditional classroom setting for just fifteen minutes (for kindergarten students) or thirty minutes (for first and second grade students) per day, five days per week. Experimental students in all three districts used the Waterford Early Learning Program; control students either did not use the Waterford Early Learning Program or had low usage of the program. In all districts, experimental group students benefited from significantly higher gains, percent gains, or end of year scores than control group students. Students in the experimental group from traditionally disadvantaged backgrounds benefited from higher scores. This study shows promise of the efficacy of computer-assisted instruction when utilized in a traditional classroom setting.

Index Terms—Blended learning, computer-assisted instruction, literacy, technology.

The authors are with the Waterford Research Institute, Sandy, UT 84093 USA (e-mail: hayashamir@waterford.org, erikyoder@waterford.org, davidpocklington@waterford.org, kathrynfeehan@waterford.org).


Cite: Haya Shamir, Erik Yoder, David Pocklington, and Kathryn Feehan, "Technology Improving Literacy Skills for All Students: Findings from Three Districts," International Journal of Information and Education Technology vol. 9, no. 4, pp. 280-285, 2019.

Copyright © 2008-2019. International Journal of Information and Education Technology. All rights reserved.
E-mail: ijiet@ejournal.net