The promise of computer-based literacy learning: the effect of ELCII on kindergarteners’ inference skill development

Abstract

We evaluated the efficacy of Early Language Comprehension Individualized Instruction (ELCII), a supplemental computer-based early language comprehension intervention, in improving kindergarten students’ inference making performance. In Study 1, students completed ELCII modules over nine weeks, whereas a business-as-usual control group engaged in typical language comprehension instruction. Because of school closures due to the onset of COVID-19, the study was interrupted, and we were not able to complete implementation and post-testing. As a result, the analysis is focused on more deeply understanding the performance of the intervention group only. To further evaluate efficacy, we followed-up with a small-scale implementation a year later. In Study 2, students completed ELCII modules over five weeks and their performance was compared to that of a business-as-usual control group. Taken together, results indicated that all students, on average, improved in their inference generation performance over time and that growth did not differ across demographic subgroups. However, results also highlighted gaps that were present at the onset of the program, and unfortunately continued to persist. Results also indicated that the scaffolding and feedback components of the program were effective, with students who had lower initial inference performance benefiting more from ELCII. The findings from these studies suggest that ELCII is a feasible and beneficial program to support early language comprehension and inference making in kindergarten students.