Print digital beats for preschool children who learn to read, the results of the study

When it comes to teaching pre -school children, their ABC, sticking to the bases could be more effective. Despite the rise of digital tools and educational games, learning to read always starts with simple and practical work, like writing letters and spotting words in everyday life.

The new results of researchers at the State University of Michigan suggest that certain popular learning approaches may not be as practical as parents think so. The preschool children who played more literacy games obtained a score lower than the reading assessments, while those who engaged in activities focused on printing have seen the most important gains.

The study, published in the Journal of Research in readingwas led by teachers Lori Skibbe and Ryan Bowles in the Department of Human Development and Family Studies at the College of Social Science, as well as Nick Waters, a former postdoctoral researcher.

Study context and methodology

The home literacy environment represents an important but small period when preschool children acquire literacy skills outside the class. It often represents activities related to the impression and reading of the shared book.

To understand how domestic routines shape early reading, researchers have identified three common types of literacy activities: activities focused on printing, which include direct work with letters and words, such as writing names, pointing an impression on panels or sounds of practicing letters; Reading shared books, including reading images of images aloud, going to the library or discussing stories; And literacy games, which include digital or analog games such as flashcards, applications or alphabet videos.

The study included more than 1,000 children aged 3 to 6, with a diversified sample of families from a Midwest state. About 800 of children had typical development, while more than 200 speech and / or language disorders.

Skibbe and Bowles evaluated the development of children’s literacy using three fundamental skills: knowledge of letters, recognition and appoint letters; Sound knowledge, identifying sounds, letters do; And phonological consciousness, or understanding of how words decompose in sounds, such as rhymes or segmentation of syllables.

Parents carried out investigations on the frequency to which they engaged in various activities related to literacy at home, in particular by writing letters, reading books and using games or educational applications.

Key results and implications

There were several key results. Printing activities regularly predicted stronger early literacy skills in all children studied. Children who spent more time on literacy games have obtained a score below the reading assessments in the two groups. A heavier use of games has been associated with worse literacy results, regardless of the development of a child’s development.

But for the variable of reading the shared book, it was only a significant predictor for children without disability of speech and / or language. Thus, although the structure of the domestic literacy environment is similar for all children, there should be special attention regarding shared reading for disabled people.

Research disputes the hypothesis that a greater exposure to learning tools automatically means better results. Instead, it highlights the need for intentional practical approaches. This does not mean that digital learning tools must be avoided; Rather, they should be used more for additional learning rather than a main tool.

“This research shows that the content and the delivery method are important when you consider how to strengthen the skills in early literacy of children. Concentrating directly on printing, via significant interactions with caregivers, has been very useful for children in our work. Literacy games and digital media cannot replace the role of caregivers to help children learn these skills. Linguistic disorders because they may need time and opportunities to understand how the work of the parkibbe, says Skibbe.

What parents need to know about games

There are some possible reasons why some games may not help. For example, some games prioritize entertainment on education, the use of visuals and flashy sounds that distract the development of key skills.

For other games, even if they are of high quality, they lack practical and practical instructions, such as the practice of writing or identifying real printing – particularly essential shortcuts for children with speech and / or language.

Teaching children in early reading skills does not require expensive tools or programs. Daily interactions with printing learning opportunities are the most important. There are specific advice and actions that parents can take to encourage learning:

• Locate the letters together by finding letters on the traffic signs, food packaging or menus.
• Encourage writing and ask your child to write his name, draw letters or label images.
• Make interactive reading by pointing words, speaking of sounds of letters and asking questions while reading books.
• Parents should be aware of introducing games when children can have trouble. Carefully integrate digital learning tools for additional learning.
• Printing routines are particularly important for children with learning disabilities.