Effects of Long-Term and Early Use of CAI on Students’ Literacy Skills
Haya Shamir, Kathryn Feehan, David Pocklington, Erik Yoder, Waterford Research Institute, United States
EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study investigated the long-term and early effects of computer-assisted instruction (CAI) on students’ literacy skills. Elementary school students in a Maryland school district were given access to CAI as a supplemental reading curriculum for up to three years. At the end of second grade, literacy scores of students who used CAI for two or three years, in kindergarten, first grade, or second grade, were compared to scores of students who did not use the software. Students who used the CAI software had significantly higher scores than those who did not. Additionally, students who used the software for three years scored higher than those who used the software for two years, demonstrating a dosage effect of CAI.
Shamir, H., Feehan, K., Pocklington, D. & Yoder, E. (2019). Effects of Long-Term and Early Use of CAI on Students’ Literacy Skills. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1388-1393). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)
- presentation_3100_54755.pptx (Access with Subscription)