Share Paper: Does the Impact of Technology on Literacy Persist?

  1. Haya Shamir, Waterford Institute, United States
  2. Kathryn Feehan, Waterford Institute, United States
  3. Erik Yoder, Waterford Institute, United States
  4. David Pocklington, Waterford Institute, United States
Tuesday, November 5 2:25-2:45 PM Bacchus

Abstract: Although technology is increasingly incorporated into early childhood classrooms, it has not always provided students with lasting improvements in their early literacy skills. In this longitudinal study, second grade students were assessed at the end of the 2018-2019 school year on the Developmental Reading Assessment (DRA) to investigate the longitudinal impact of technology on literacy skills. Students who used a computer-adaptive reading program, Waterford Early Learning (WEL), only during kindergarten outperformed their control counterparts who did not use WEL; students who used WEL in both kindergarten and first grade but did not use WEL in second grade outperformed their control ...