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Authors: Haya Shamir ; Kathryn Feehan and Erik Yoder

Affiliation: Waterford Institute, United States

Keyword(s): Computer-Assisted Instruction (CAI), Literacy, Early Childhood.

Abstract: The Waterford Early Reading Program is a computer-assisted instruction program that ensures individualized learning for kindergarten through second grade students. The Waterford curriculum was assigned to kindergarten, first grade, and second grade students in a school district in South Carolina for the 2015-2016 school year. The Developmental Reading Assessment was administered to students at the end of the fall, winter, and spring terms to assess reading skills. Analysis revealed statistically significant end of year scores made by kindergarten students and statistically significant gains made by first grade students with high usage of the Waterford Early Reading Program, indicating that Waterford curriculum improves early literacy skills.

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Paper citation in several formats:
Shamir, H.; Feehan, K. and Yoder, E. (2017). Effects of Personalized Learning on Kindergarten and First Grade Students’ Early Literacy Skills. In Proceedings of the 9th International Conference on Computer Supported Education - Volume 2: CSEDU; ISBN 978-989-758-240-0; ISSN 2184-5026, SciTePress, pages 273-279. DOI: 10.5220/0006245202730279

@conference{csedu17,
author={Haya Shamir. and Kathryn Feehan. and Erik Yoder.},
title={Effects of Personalized Learning on Kindergarten and First Grade Students’ Early Literacy Skills},
booktitle={Proceedings of the 9th International Conference on Computer Supported Education - Volume 2: CSEDU},
year={2017},
pages={273-279},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0006245202730279},
isbn={978-989-758-240-0},
issn={2184-5026},
}

TY - CONF

JO - Proceedings of the 9th International Conference on Computer Supported Education - Volume 2: CSEDU
TI - Effects of Personalized Learning on Kindergarten and First Grade Students’ Early Literacy Skills
SN - 978-989-758-240-0
IS - 2184-5026
AU - Shamir, H.
AU - Feehan, K.
AU - Yoder, E.
PY - 2017
SP - 273
EP - 279
DO - 10.5220/0006245202730279
PB - SciTePress

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