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Educators need quality digital resources that effectively support early literacy.

Since literacy development is one of the strongest

predictors of academic success and the early years of a

child’s schooling is critical to this development, there has

been a great deal of scholarship focused on identifying

best practices in early literacy (National Early Literacy

Panel, 2009). A key research area is the use of technology

to support literacy development. Experts recommend that

educators use high quality resources, but until recently,

there was not a lot of agreement about the definition of

“high quality” when it came to emerging technologies

such as digital multimedia and mobile apps. However,

now research has identified several key principles that

educators can use to identity quality technology resources

that effectively support early literacy instruction (Salmon,

2014).

Best Practices for Enhancing Early Literacy with Technology

Dr. Alice Wilder

Chief Learning Officer for Speakaboos—responsible for content strategy, pedagogy, and efficacy—Dr. Wilder holds a PhD from Teacher’s College at Columbia University. She was Co-Creator for SuperWHY! (PBS Kids) and Co-Producer for Blue’s Clues (NickJr.). Her formative research testing process with children was famously chronicled by Malcolm Gladwell in The Tipping Point.

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3 Steps for Early

Literacy Educators

Plan. Begin by selecting the right digital tool for your learners. Teach. Integrate your selected tool into your classroom instruction. Assess. Follow up effectively and extend.

In order to enhance early literacy instruction, educators should think about three steps to guide their selection, use, and assessment of new technology such as digital storybooks. First, it is essential that an educator evaluate a digital resource to determine if it is an effective tool. Second, the teacher must effectively use this tool in the classroom, especially to vary whole class, small group, and individual instruction. Third, an educator should assess how the tool worked for their class and their individual students, and decide what to do next as a result of the assessment. 1. Select the Right Resource The first important step for educators is to select an effective digital tool for supporting early literacy development. In reviewing recent research, scholars identified three criteria to address when evaluating digital literacy materials: psychological needs, pedagogical needs, and technological needs (Mohamad, Lakulu, & Samsudin, 2016). Psychological needs. When considering the adoption of a new digital multimedia resource or mobile apps, an educator should consider whether it addresses the psychological needs of the child.

It should be easy to use so that the learner can understand how to work with it and so that frustration is limited (Shoukry, Sturm, & Galal- Edeen, 2014). Content and context provided must be developmentally appropriate for Pre K – Grade 2 learners (Radish, 2013). It also must be accessible for diverse student populations, including special needs, English Language Learners, and different levels and types of learners (Mohamad et al., 2016). Pedagogical needs. Early literacy resources must be educationally sound. They should be designed to accomplish core learning objectives, including introducing new knowledge and shaping new skills (McManis and Parks, 2011). Digital literacy resources need to engage students—they should encourage play, feel enjoyable, and be entertaining (Shoukry et al., 2014). Since research has linked exploration and learning, technology materials such as digital storybooks should encourage exploration (Mohamad et al., 2016). Another key pedagogical criterion to consider is to what extent a digital resource allows the student to control their own learning experience.

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Research on digital products suggests that students are more engaged, more likely to pay attention, and have stronger learning outcomes when they have control of the mouse/cursor (Calvert, Strong, & Gallagher, 2005). Technological needs. When deciding on the effectiveness of an early literacy resource, an educator should also consider several technological criteria. Does the digital resource go beyond that which can be accomplished by using a conventional, print product? For example, is it a flat e-book or are there multimedia components provided? Research indicates that learners are more likely to understand text when there are multiple elements supporting it, such as visuals, audio, and interactions.

Evaluating Digital Resources for Early Literacy Development

Evaluation Criteria Examples from Speakaboos Reading & Literacy Platform

Psychological Criteria

Easy to use User interface tested with children ensures intuitive functioning

Developmentally appropriate

Content developed specifically for Pre K—Grade 2 learners; shaped and proven effective by extensive formative research

Accessible for diverse populations

Based on Universal Design principles for use with general education students as well as special needs and English Language Learners

Pedagogical Criteria

Built to accomplish learning objectives

Aligned with Common Core, Head Start, and state standards to nurture fundamental literacy and language skills: phonemic awareness, print recognition, fluency, vocabulary, comprehension

Makes reading engaging and enjoyable

Captures attention with high interest themes, classic children’s stories, popular characters, and recognizable licensed content

Allows child to control experience

Allows students to choose from library of stories; offers self-paced reading practice

Technological Criteria Uses multimedia to support comprehension and vocabulary acquisition

Text, illustrations, animation, audio, and interactivity are all contextual to story; Rich vocabulary presented within each story builds vocabulary acquisition, word association, language learning and fluency

Solves for legibility on screen Clean background, appropriate font sizes; Highlights/scales word when read by narrator

Supports readability

Leveled books; provides multiple reading modes for pre-readers, emerging and fluent readers: read to me, read & play, and read it myself; words pronounced when clicked on

Incorporates meaningful game elements

Game activities move the story plot forward and/or reinforce learning literacy skills

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Other technological considerations are how the product solves for legibility and readability. Digital features can really enhance legibility, such as highlighting, font, size, spacing, and color. Drawing visual attention to each word as it is read has been found to be helpful for the development of print awareness (Moody, 2010). Technology resources can also support readability by giving options for different reading levels. This allows students to tackle books that might be too high for their current reading level. Designing multiple reading modes, each successively more difficult, provides the opportunity for students at various stages of literacy to work within their personal Zone of Proximal Development—Vyogtsky’s concept of “the difference between the child’s actual level of development and the higher level of potential development that is possible under the guidance of a more competent adult or peer” (Wartella, Lee, & Caplovitz 2002).

A final technology criterion that should be evaluated is whether the digital resource incorporates game elements and if it does whether these elements are meaningful to the context of the learning. Research suggests that learning is strongest when animation and interactivity are contextual to the story. Incidental activities can distract from the plotline and interfere with learning. While gamification has been shown to

increase motivation and interest, it must explicitly support literacy learning objectives in order to be worth instructional time (Watson, Hancock, & Mandryk, 2013).

2. Integrate Technology into Instruction The second step in enhancing literacy development through technology is for educators to use the digital tool they selected in an effective way in their classrooms. While certain digital tools must be used for specific purposes, the most powerful ones can support a variety of modes of instruction—whole class, small group, individual, and intervention.

Whole class. When using a technology resource for whole class literacy instruction, the teacher should think about what is best presented to all students at the same time. Using the example of digital storybooks, the teacher can project the program on screen or whiteboard to introduce a new topic/unit of study, or provide an example of a literacy concept such as character or setting. Another effective use would be to go through one story together in order to model a specific literacy skill such as identifying key ideas. Research has shown that effective early literacy teachers model the reading process for students, explicitly stating their thinking out loud so that students can understand how it works (Strickland and Riley-Ayers, 2006).

Integrate Technology into Daily Literacy Instruction

Whole Class | Guided Reading Groups | Independent Reading | Intervention

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Small group. Guided reading groups can also be supported with the selected technology resource. Early literacy teachers can have a small group gather around one computer or device and use the resource together. For example, in this setting, a teacher can select a digital storybook that aligns with the reading level of the group, supporting them as they practice specific reading strategies. Teachers can also use digital resources with small groups to help build background knowledge, since

research suggests that background knowledge is the largest factor in determining reading comprehension (Willingham, 2015). Individual. Independent reading is a critical mode of instruction that should be supported with effective technology resources. By rotating through a computer station or by using a personal mobile device, students can practice the development of their early literacy skills. Independent reading should allow students to practice their skills with support appropriate to their reading level and skill mastery and be designed to foster a gradual release of responsibility. Each student should have access to digital materials at the correct reading level for them, while the resource helps them tackle progressively more difficult texts. During self-directed reading time, it is critical that students exercise choice and develop their own reading interests. According to literacy experts, fostering a student’s interest creates an island of expertise. Once a child begins to feel like an expert, he craves expertise in other domains, thus encouraging more learning and reading (Crowley and Jacobs, 2002). Teachers can assign digital resources for Daily 5 Instruction, as well as allowing their use during free time or as a reward. Intervention. Technology resources can also be effectively applied to intervention in the early literacy classroom. Many children with special needs or learning difficulties find the use of digital support can improve their motivation and attention. Digital products can also be used to provide the necessary repetition, prompting, and feedback needed to support each student. Teachers should use technology resources to allow students to learn at their own pace and have a sense of control over their individual learning process. Research suggests that learning is stronger when students have more control over the learning experience (Calvert et al., 2005). 3. Follow Up Effectively The third step to ensure that technology truly enhances early literacy development is to assess and follow up effectively. Once the digital tool has been used, an educator should gauge how the product worked, review data about class and individual student outcomes, and then determine appropriate follow up activities or lessons as well as extension opportunities.

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Gauge Performance. When evaluating the performance of a technology resource, an educator should consider their own experiences of how it worked to support early literacy development for the class, for individuals, and for the teacher. Did the digital product work well for whole class instruction? Did the content provided seem to strongly support the required learning objectives when integrated into a literacy lesson? Did students find it easy to use on their own or were they frustrated too often? Was it perceived as engaging, motivating, or rewarding to students? As a teacher, did the digital nature of the resource allow you to do something different than a traditional print product? Did the students’ learning outcomes seem worth your effort? Assess Data. Educators should also assess the effectiveness of technology resources by reviewing data about its use in the classroom. For a literacy product, key indicators to evaluate would be time spent reading, number of reading assignments completed, educational concepts, and reading levels. Secondary data to look at could be interests, vocabulary, and interdisciplinary connections. Since research has suggested that how technology is integrated in the classroom may be an important factor in the success of early literacy educational interventions (McLean, Connor, Day, Romain, & Herron, 2014), it is important that an educator use data about their own class and student outcomes to consider how this integration can be improved.

Determine Next Steps. Based on this qualitative and quantitative assessment, educators should determine appropriate follow-ups after using technology to enhance early literacy development. For example, a teacher can factor data about student interests into an upcoming literacy lesson, or build on what the data showed about background knowledge when introducing new topics. Planning for continued practice on key reading skills for the class or developing specifically tailored individual assignments may be effective next steps. Based on the initial classroom experience with a new resource, a teacher could decide to make the use of that resource into a special reward or a choice activity during free time. Another excellent follow up after first using a new digital resource would be for a teacher to determine if there would be a way to extend the students’ literacy practice at home. Research has long shown powerful links between parental involvement and early literacy development (Tabors, Snow, and Dickinson, 2001). Conclusion Now is an exciting time for early childhood educators as there are more options available each day for technology resources designed to support literacy development. Using the proposed steps and criteria can help educators sort the wheat from the chaff, determining which options would qualify as high quality, effective digital materials. Once the best tool is selected, these suggestions can guide its proper integration into the classroom and its efficient application with students. Finally, the structure provided for following up can ensure that early literacy development continues to be enhanced in future instruction. While research continues to provide more insights into effective ways to integrate technology to support literacy, the best practices provided here can be used with confidence to make a difference in classrooms today.

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Crowley, K., & Jacobs, M. (2002). Building islands of expertise in everyday family activity. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 333–356). Mahwah, NJ: Lawrence Erlbaum Associates.

National Early Literacy Panel. (2008). Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

McLean, L., Connor, C., Day, S., Romain, L., & Herron, J. (2014). Effects and Feasibility of a Technology-Based Literacy Intervention on Preschooler’s Literacy Skills. In: Ebooks in early literacy: Benefits and cautions for development and learning. Presented at 21st Annual Meeting, Society for the Scientific Study of Reading.

McManis, L.D. and J. Parks. (2011). Evaluating Technology for Early Learners. Hatch Learning Learning, Winston-Salem, North Carolina. p 25.

Mohamad, A., Lakulu, M., Samsudin, K. (2016). The Development of Mobile Applications for Kindergarten Early Reading: Challenges and Opportunities. Journal of Engineering and Applied Sciences 11(3): 380-383.

Moody, A.K. (2010). Using electronic books in the classroom to enhance emergent literacy skills in young children. Journal of Literacy and Technology, 11-4: 22-52.

Radich, J. (2013). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Every Child, 19: 18-19.

Salmon, L. (2014). Factors that Affect Emergent Literacy Development When Engaging with Electronic Books. Early Childhood Education Journal 42: 85-92.

Shoukry, L., Sturm, C., Galal-Edeen, G. (2014). Pre-MEGa: A Proposed Framework for the Design and Evaluation of Preschoolers’ Mobile Educational Games. In: Innovations and Advances in Computing, Informatics, Systems Sciences, Networking and Engineering. Sobh, T. and K. Elleithy (Eds.). Springer International Publishing, Berlin, Germany, ISBN: 978-3-319-06772-8, pp 385-390.

Strickland, D., Riley-Ayers, S. (2006). Early Literacy: Policy and Practice in the Preschool Years. National Institute for Early Education Research (NIEER), Rutgers University.

Tabors, P. O., Snow, C. E., & Dickinson, D. K. (2001). Homes and schools together: Supporting language and literacy development. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and in school (pp. 313-334). Baltimore: Brookes.

Wartella, E., Lee, J., & Caplovitz, A. (2002). Children and Interactive Media: A Research Compendium. Markle Foundation.

Watson, D., Hancock, M., & Mandryk, R.L. (2013). Gamifying behavior that leads to learning. Proceedings of the First International Conference on Gameful Design, Research and Applications, October 2-4, 2013, ACM, Stratford, Ontario, Canada, ISBN: 978-1-4503-2815-9, pp 87-90.

Willingham, D. (2015). Raising Kids Who Read: What parents and teachers can do. Jossey-Bass, San Francisco,

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