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This study investigates the impact of using an adaptive computer-assisted instruction (CAI) program in early childhood education. The Waterford Early Reading Program (ERP) is a CAI program that was assigned to kindergarten and first grade students in a school district in Texas for the 2015-2016 school year. The Texas Primary Reading Inventory (TPRI) assessment was administered to students at the beginning, middle, and end of the school year to assess reading skills across multiple strands. Analysis revealed statistically significant higher gains from beginning of year scores to end of year in scores for students that used the CAI program, indicating that adaptive computer-assisted instruction can improve early literacy skills more effectively than in-class instruction alone.

UPSTART is an in-home preschool program that uses CAI [computer-assisted instruction] to provide children an individualized reading curriculum. UPSTART forms a partnership with parents to ensure their children use the program for fifteen minutes per day, five days per week. This report summarizes the results of seven years of data. Data was collected using WACS ["Waterford Assessments of Core Skills"™], Bader, and Brigance. At the conclusion of each program year, children who have met the usage requirements have been assessed at the Kindergarten Advanced level. This average is regardless of ethnicity, socio-economic status, and geographic locale. Additionally, students who participated in the UPSTART program significantly outperformed control students on multiple reading subskills.

While recent literature has pointed to the efficacy of computer-assisted instruction (CAI) in providing educational intervention at an early age, there is a lack of research exploring its use in a pre-kindergarten setting. The current study assessed the efficacy of CAI on students at the start of their academic careers. The Waterford Early Learning Program, a CAI program for pre-kindergarten students, was assigned to experimental students in a Florida school district in the 2014-2015 school year, while control students did not receive Waterford curriculum. The Florida Voluntary Pre-Kindergarten (VPK) Assessment was administered to children at the beginning and end of the school year. Students who used CAI had better learning outcomes than students who did not. Results also offered support for CAI use in closing demographic achievement gaps.

The Commission, the Parliament and the Council on a comitology procedure agreed that MEPs would be permitted to block the implementation decisions taken by the Commission. This new decisions is one of the important step towards greater Parliamentary scrutiny, however the requirement for an absolute majority for blocking a decision may prove to be a new hurdle.

The provisions of the proposed Waste Framework Directive are outlined and an attempt is made to examine whether the proposed revisions appear to be capable of fully meeting the objectives of the strategy of a realignment of European Union waste priorities to give greater emphasis to life-cycle considerations, and to the link between 'waste' and resource use.

This study investigates the impact of using an adaptive computer-assisted instruction (CAI) program in early childhood education. The Waterford Early Reading Program (ERP) is a CAI program that was assigned to kindergarten and first grade students in a school district in Texas for the 2015-2016 school year. The Texas Primary Reading Inventory (TPRI) assessment was administered to students at the beginning, middle, and end of the school year to assess reading skills across multiple strands. Analysis revealed statistically significant higher gains from beginning of year scores to end of year scores for students that used the CAI program, indicating that adaptive computer-assisted instruction can improve early literacy skills more effectively than in-class instruction alone. [ABSTRACT FROM AUTHOR]

UPSTART is an in-home preschool program that uses CAI to provide children with an individualized reading curriculum. UPSTART forms a partnership with parents to ensure their children use the program for fifteen minutes per day, five days per week. This report summarizes the results of seven years of data. Data was collected using WACS, Bader, and Brigance. At the conclusion of each program year, children who have met the usage requirements have been assessed at the Kindergarten Advanced level. This average is regardless of ethnicity, socio-economic status, and geographic locale. Additionally, students who participated in the UPSTART program significantly outperformed control students on multiple reading subskills. [ABSTRACT FROM AUTHOR]

While recent literature has pointed to the efficacy of computer-assisted instruction (CAI) in providing educational intervention at an early age, there is a lack of research exploring its use in a pre-kindergarten setting. The current study assessed the efficacy of CAI on students at the start of their academic careers. The Waterford Early Learning Program, a CAI program for pre-kindergarten students, was assigned to experimental students in a Florida school district in the 2014-2015 school year, while control students did not receive Waterford curriculum. The Florida Voluntary Pre-Kindergarten (VPK) Assessment was administered to children at the beginning and end of the school year. Students who used CAI had better learning outcomes than students who did not. Results also offered support for CAI use in closing demographic achievement gaps. [ABSTRACT FROM AUTHOR]