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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.
Tracey et al. (2007) studied this question.