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This study examined the effects of the Waterford Early Reading Program on reading achievement gains across the first-grade year. The results of this longitudinal analysis demonstrated meaningfully greater gains on reading achievement for those with access to the Integrated learning system (ILS) (g 2 ¼ .10). Furthermore, the positive effects associated with access to the ILS were greatest for students demonstrating the lowest initial reading skills-those with reading skills at or below the 25th percentile at the beginning of first grade (g 2 ¼ .43). The results are interpreted as support for the ILS in early reading instruction, provided that the ILS is fully integrated into the teachers' reading curriculum and is not used as a stand-alone program.Perspectives on the utility and efficacy of including educational technology in early elementary classrooms range across a wide spectrum of opinion and theory, often guided by limited data. Clark (1994) summarizes the skeptic's view well when he asserts that ''media will never influence learning,'' arguing that it is the method, not the medium, of presenting information that determines learning outcomes. Clark insists that the field of educational technology has done a poor job of demonstrating any particular learning outcomes that can be generated solely through the use of multimedia presentations,

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Extracting information efficiently from game/simulation‐based assessment (G/SBA) logs requires two things: a well‐structured log file and a set of analysis methods. In this report, we propose a generic data model specified as an extensible markup language (XML) schema for the log files of G/SBAs. We also propose a set of analysis methods for identifying useful information from the log files and implement the methods in a package in the Python programming language, glassPy. We demonstrate the data model and glassPy with logs from a game‐based assessment, SimCityEDU.

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