EAST LANSING, Mich. – In an era dominated by digital advancements, a new study from Michigan State University (MSU) suggests that when it comes to teaching preschoolers to read, traditional methods may still hold the upper hand. The research indicates that simple, hands-on activities like writing letters and identifying words in daily life are more effective in building early reading skills than digital literacy games.
Conducted by professors Lori Skibbe and Ryan Bowles, along with former postdoctoral researcher Nick Waters, the study highlights that children engaged in print-related activities showed significant literacy gains. In contrast, those who spent more time on literacy games—whether digital or analog—scored lower on early reading assessments. This finding challenges the prevailing assumption that more exposure to educational games enhances learning outcomes.
Study Background and Methodology
The research, published in the Journal of Research in Reading, was supported by the U.S. Department of Education and the National Institutes of Health. It involved over 1,000 children aged 3 to 6 from diverse families across a Midwestern state. Of these, approximately 800 children had typical development, while more than 200 had speech and/or language impairments.
Researchers focused on three common literacy activities: print-focused activities, shared book reading, and literacy games. Print-focused activities included direct interaction with letters and words, such as writing names or practicing letter sounds. Shared book reading involved activities like reading picture books aloud and discussing stories. Literacy games encompassed both digital and analog formats, such as flashcards and educational apps.
Parents completed surveys detailing the frequency of these activities at home. The researchers then assessed children’s literacy development through three skills: letter-name knowledge, letter-sound knowledge, and phonological awareness.
Key Findings and Implications
The study’s findings underscore the importance of print-focused activities in fostering early literacy skills across all children. Notably, children who engaged more in literacy games consistently scored lower on reading assessments. This trend was evident regardless of the child’s developmental background, suggesting that the use of games might not be as beneficial as previously thought.
Interestingly, shared book reading emerged as a significant predictor of literacy success only for children without speech and/or language impairments. This indicates a need for tailored approaches in shared reading for children with disabilities, emphasizing the nuanced nature of literacy development.
“The research challenges the assumption that more exposure to learning tools automatically means better results. Instead, it highlights the need for intentional, hands-on approaches,” said Professor Lori Skibbe.
While digital tools should not be entirely dismissed, the study suggests they should complement rather than replace traditional methods. This nuanced approach can help parents and educators better support early literacy.
What Parents Should Know About Literacy Games
The study offers insights into why some literacy games may not be effective. Many games prioritize entertainment over education, using flashy visuals and sounds that can distract from core learning objectives. Others, despite being high-quality, may lack the personal, hands-on instruction crucial for developing foundational skills.
For parents, fostering early reading skills does not require expensive tools. Everyday interactions with print can be highly effective. Here are some practical tips:
- Spot letters together in everyday settings, such as on street signs, food packaging, or menus.
- Encourage writing by having children write their names, draw letters, or label pictures.
- Make reading interactive by pointing to words, discussing letter sounds, and asking questions while reading books.
Parents should be cautious about introducing games when children face reading challenges. Digital learning tools, when used thoughtfully, can serve as valuable supplements to traditional learning methods.
Looking Ahead
The MSU study provides a critical perspective on early literacy strategies, urging a balanced approach that values print-focused routines, especially for children with learning impairments. As educators and developers continue to innovate in the field of educational technology, these findings serve as a reminder of the enduring value of traditional teaching methods.
For more information, the full study is available in the Journal of Research in Reading, and further insights can be accessed through MSUToday.
By Madeline Strauss
