Using a Touch-Based, Computer-Assisted Learning System to Promote Literacy and Math Skills for Low-Income Preschoolers

Abstract

The use of touch-based technologies by young children to improve academic skills has seen growth outpacing empirical evidence of its effectiveness. Due to the educational challenges lowincome children face, the stakes for providing instructional technology with demonstrated efficacy are high. The current work presents an empirical study of the use of a touch-based, computerassisted learning system by low-income preschoolers. A description of the system's design is provided with attention to young children's interaction with touch devices, learner engagement, and pedagogically-based delivery of academic content. Children in 18 low-income child-care preschool classrooms were assessed on literacy and math skills in the fall and again in the spring. Target children used the iStartSmart learning system throughout the academic year, while control children did not have access to the system. Compared to controls, children using the learning system made significant gains on external standardized measures of literacy and math. Children who spent more time using the system and those who reached the upper levels of skill understanding showed the strongest improvement in test scores. The findings contribute to the currently sparse literature by illuminating that for at-risk early learners, touch-based, computer-assisted instructional technology shows promise as an educational tool.

Computer-Assisted Instruction: Long-Term Effects on Early Literacy Skills of Low Socioeconomic Status Students

“…These findings are a strong contribution to the field of early childhood education, as it intersects with the use of technology in the classroom. These findings expand on the results of previous studies that demonstrate the benefits of CAI [11], and show that the impact of CAI is retained after the software is no longer being used.…”

“…As a growing portion of the school-age population in the U.S. are EL and Hispanic students [3], it is more important than ever to close the achievement gap for these students. Research has shown that CAI has the potential to assist learning in young students [11], and that it can foster long term learning gains [13]. However, not all CAI interventions have been wholly positive [22].…”

“…Using an individualized curriculum increases students' flexibility, interactivity, and engagement, and it has been shown to improve young students' literacy skills [10]. CAI has been shown to benefit students at an early age: A study across 18 preschools gave students access to touchscreen desktops with interactive software which taught reading skills, and students who used the software scored higher in a standardized literacy test than those who did not [11].…”

Bridging the Achievement Gap for Low-Performing Students Using Computer-Adaptive Instruction

“…Using an individualized curriculum increases students' flexibility, interactivity, and engagement, and it has been shown to improve young students' literacy skills [9]. CAI has been shown to benefit students at an early age: A study across 18 preschools gave students access to touchscreen desktops with interactive software which taught reading skills, and students who used the software scored higher in a standardized literacy test than those who did not [10].…”

Computer-Assisted Instruction Compared to Traditional Instruction on Letter Recognition for Preschoolers with Special Needs

“…Results obtained from the study were similar to existing studies using CAI programs to improve knowledge for young children with disabilities. (Chai, Vail, & Ayers, 2015;Macaruso & Rodman, 2011;McManis & McManis, 2016;& Trotti, Hendricks, & Bledsoe, 2017). Four of the students, Cameron, Kylie, Hannah, and Sara, made some positive gains throughout the study, though gains were inconsistent.…”