Kindergarten literacy achievement: The effects of the Plato integrated learning system

Abstract

Abstract This study examined the efficacy of using an integrated learning system (ILS) to augment kindergarten emergent reading skills. This quasi‐experimental design used repeated measures. Change scores were calculated to run analyses. Effect sizes were calculated using Cohen, with large effect sizes noted for phonological awareness and knowledge of print concepts and a moderate effect size for listening comprehension. Conclusions from this study indicate that an ILS can positively impact kindergarten emergent reading skills.