Technology and early literacy: The impact of an integrated learning system on high-risk kindergartners' achievement
Document Type
Article
Publication Date
11-1-2007
Abstract
Two hundred sixty-five kindergarten children from a high-risk community participated in an 10-month evaluation of the effectiveness of the Waterford Early Reading Program, a software program designed to facilitate early literacy development. One hundred fifty-one students in eight experimental classrooms used the program for approximately 15 minutes per day. One hundred fourteen students in seven nonintervention classrooms had varying amounts of access to older hardware and software that was not systematically utilized by their teachers. Students were individually pre-and posttested using the TERA-2, the Lindamood Auditory Conceptualization Test, and the Waterford Inventory. Results indicated that students in the experimental classrooms performed significantly better than nonintervention students on the TERA-2 and the Waterford Inventory. Students in the experimental classrooms also showed a trend to outperform nonintervention students on the Lindamood, although not to a significant degree. Copyright © 2007 Taylor & Francis Group, LLC.
Publication Title
Reading Psychology
First Page Number
443
Last Page Number
467
DOI
10.1080/02702710701568488
Recommended Citation
Tracey, Diane H. and Young, John W., "Technology and early literacy: The impact of an integrated learning system on high-risk kindergartners' achievement" (2007). Kean Publications. 2514.
https://digitalcommons.kean.edu/keanpublications/2514