Technology, Early Literacy & Young Children
A Website for Families of Children From Birth Through Grade 3 Created by Natesha Atkinson
A Website for Families of Children From Birth Through Grade 3 Created by Natesha Atkinson
Welcome to the “Technology, Early Literacy & Young Children” website! This platform provides families with research-based information and tools to understand how technology can support early literacy development from infancy through third grade (Miller & Almon, 2009; Zevenbergen & Whitehurst, 2003). Our goal is to offer evidence-based resources, practical guidelines, and engaging, developmentally appropriate activities that foster literacy at home (Vandewater, 2012). As early childhood professionals, we strive to connect digital media with learning, ensuring that technology serves as a beneficial and enriching tool in your child’s literacy development (Goldstein, 2016).
Technology can support early literacy by engaging children in interactive activities that enhance vocabulary, letter recognition, and phonological awareness, especially when combined with parental involvement (Miller & Almon, 2009; Vandewater, 2012). However, excessive passive screen time without guidance may negatively impact cognitive development, making it essential to balance digital learning tools with interactive and problem-solving experiences (Christakis, 2014; Goldstein, 2016).
Research-based insights on how technology supports early literacy in young children
Interactive Technology Enhances Engagement
Research indicates that interactive digital tools, such as e-books and educational apps, can increase children's engagement and motivation in literacy activities. Studies show that when children actively participate in digital reading experiences, such as tapping on words or answering comprehension questions, they develop stronger literacy skills compared to passive screen time (Bus et al., 2015).
Scaffolded Digital Learning Supports Literacy Development
High-quality educational apps that provide scaffolded learning experiences, such as adaptive difficulty levels and personalized feedback, can effectively support early literacy. Research suggests that digital tools designed with scaffolding elements help children build phonemic awareness, vocabulary, and comprehension skills by offering appropriate challenges based on their developmental stage (Hirsh-Pasek et al., 2015).
Joint Media Engagement Strengthens Language Development
Co-viewing and joint media engagement, where adults and children use digital resources together, enhance language and literacy outcomes. Studies show that when parents or caregivers engage in discussions, ask open-ended questions, and expand on digital content, children develop stronger vocabulary and comprehension skills (Neumann & Neumann, 2014).
Multimodal Learning Enhances Retention
Digital resources that integrate visual, auditory, and kinesthetic elements help reinforce early literacy skills. Research suggests that children learn more effectively when they see words highlighted while hearing them read aloud and interacting with them through touch, strengthening their word recognition and decoding abilities (Takacs et al., 2015).
Excessive Screen Time Can Be Detrimental
While technology can support literacy development, excessive screen time without meaningful engagement can negatively impact language skills. Studies emphasize the importance of balancing screen-based learning with hands-on activities, interactive discussions, and print-based literacy experiences to ensure well-rounded literacy development (Christakis, 2014).
Source:
Bus, A. G., Takacs, Z. K., & Kegel, C. A. T. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79–97. https://doi.org/10.1016/j.dr.2014.12.004
Christakis, D. A. (2014). Interactive media use at younger than the age of two: Time to rethink the American Academy of Pediatrics guideline? JAMA Pediatrics, 168(5), 399–400. https://doi.org/10.1001/jamapediatrics.2013.5081
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721
Neumann, M. M., & Neumann, D. L. (2014). Touch screen tablets and emergent literacy. Early Childhood Education Journal, 42(4), 231–239. https://doi.org/10.1007/s10643-013-0608-3
Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698–739. https://doi.org/10.3102/0034654314566989
Keep in Mind …
BENEFIT: Technology Promotes Active Learning
When used thoughtfully, technology can engage children in active learning experiences that reinforce key literacy skills. Interactive apps or digital books that encourage exploration, such as those with tappable words or animated storylines, provide children with opportunities to practice language skills in a fun, hands-on way (Neumann, 2016).
CAUTION: Risk of Overuse
While technology offers benefits, excessive screen time can negatively affect a child’s ability to concentrate and engage in non-digital activities. Prolonged exposure to screens can also lead to challenges with social interaction and outdoor play, which are critical for developing well-rounded cognitive and literacy skills (Twenge, 2017).
Source:
American Academy of Pediatrics. (2016). Media and young minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591
Cohen, J., & Wang, C. (2017). The impact of interactive media on early literacy development. Early Childhood Research Quarterly, 42, 27-39. https://doi.org/10.1016/j.ecresq.2017.08.005
Neumann, M. M. (2016). Young children’s use of touch screen tablets for literacy learning: A review of the literature. Australasian Journal of Early Childhood, 41(4), 1-9. https://doi.org/10.1177/183693911604100402
Twenge, J. M. (2017). iGen: Why today's super-connected kids are growing up less rebellious, more tolerant, less happy—and completely unprepared for adulthood. Atria Books.
Technology: How Much? What Kind?
Guidelines by Age
INFANTS (0–18 months)
The American Academy of Pediatrics (AAP) recommends avoiding screen time for infants, except for video chatting with family members. At this stage, responsive interactions with caregivers and hands-on sensory experiences are crucial for brain development (AAP, 2016).
TODDLERS (18–24 months)
Limited, high-quality screen time can be introduced when co-viewed with a caregiver. Programs should be educational, interactive, and designed for young children, as passive viewing does not support language development effectively (AAP, 2016).
PRESCHOOLERS (2–5 years)
Screen time should be limited to one hour per day of high-quality, educational content. Caregivers should engage in joint media use, helping children make connections between digital content and the real world to enhance learning (AAP, 2016).
KINDERGARTNERS (5–6 years)
Screen time should be balanced with active play, hands-on learning, and social interactions. Digital tools should promote creativity, problem-solving, and early literacy skills through interactive apps and educational programs (Common Sense Media, 2020).
FIRST/SECOND/THIRD GRADERS (6–9 years)
Screen time should be structured, ensuring it supports academic learning and creative exploration. Parents should guide children toward age-appropriate, educational content while encouraging a healthy balance between digital and offline activities (AAP, 2016).
Source:
American Academy of Pediatrics. (2016). Media and young minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591
Common Sense Media. (2020). The new normal: Parents, teens, screens, and sleep in the United States. https://www.commonsensemedia.org
AGE-APPROPRIATE IDEAS FOR CHILDREN & FAMILIES
One developmentally appropriate way to use technology at home to support infants' and toddlers' language and literacy development is through interactive digital books. E-books with audio narration, animations, and touch-responsive features can engage young children and promote early literacy skills such as vocabulary development, phonemic awareness, and print recognition (Hirsh-Pasek et al., 2015). Parents can enhance the experience by reading along, pausing to discuss the story, and encouraging their child to tap on words or images to reinforce comprehension. Research suggests that when caregivers actively engage with children during digital reading experiences, it fosters deeper learning and strengthens language acquisition (Troseth et al., 2020).
Using music and nursery rhyme apps is another effective way to support early language development in infants and toddlers. Singing along to familiar songs and rhymes helps children develop phonological awareness, rhythm, and sentence structures, all of which are foundational for later reading skills (Goswami, 2019). Apps that incorporate interactive elements, such as allowing children to tap on characters or follow along with lyrics, can further reinforce word recognition and auditory discrimination. Research indicates that music-based activities can enhance vocabulary acquisition and improve children's ability to process language sounds, making them a valuable tool for early literacy development (Thiessen & Saffran, 2009).
One developmentally appropriate way to use technology at home to support preschoolers' early literacy is through interactive e-books. Digital storybooks with features such as highlighted text, read-aloud functions, and interactive elements can enhance a child's vocabulary and comprehension skills. Research suggests that e-books with embedded prompts encouraging parent-child discussions can improve language development by fostering rich verbal interactions (Bus et al., 2015). Parents can engage their preschoolers by asking open-ended questions about the story, encouraging predictions, and relating the content to their child’s experiences, making literacy learning more meaningful.
Phonics-based apps that provide letter recognition, sound blending, and word-building exercises can reinforce foundational reading skills in an engaging way. Studies indicate that high-quality educational apps can support emergent literacy when they include scaffolded learning experiences, immediate feedback, and opportunities for active participation (Hirsh-Pasek et al., 2015). Parents should select developmentally appropriate apps that align with their child’s learning level and use them as a complement to traditional literacy activities, such as reading physical books and engaging in storytelling.
One developmentally appropriate way to use technology at home to support kindergartners' early literacy is through interactive storytelling apps. These apps allow children to engage with digital stories by selecting different plot paths, recording their voices, or animating characters, which promotes narrative skills and comprehension. Research suggests that interactive digital storytelling enhances vocabulary development and narrative understanding by encouraging active engagement and creative expression (Neumann & Neumann, 2014). Parents can support this learning by discussing the story, asking comprehension questions, and encouraging their child to retell the story in their own words, reinforcing language development.
Digital games that require children to identify letter sounds, blend phonemes, and match words with pictures provide a fun and engaging way to strengthen early literacy skills. Studies indicate that high-quality digital games that use adaptive learning and immediate feedback can support reading development by reinforcing phonics and word recognition skills in an interactive format (Smeets & Bus, 2015). Parents should ensure that these games are developmentally appropriate and encourage hands-on learning by incorporating related offline activities, such as practicing letter sounds through songs and storytelling.
One developmentally appropriate way to use technology at home to support first through third graders' developing reading skills is through audiobooks with text highlighting. Audiobooks that simultaneously display and highlight words as they are read aloud help children develop word recognition, fluency, and comprehension. Research indicates that this multimodal approach strengthens literacy skills by reinforcing word-sound associations and improving listening comprehension, especially for struggling readers (Montali & Lewandowski, 1996). Parents can support their child's learning by encouraging them to follow along with the text, pause to discuss new vocabulary, and predict what might happen next in the story, enhancing both reading engagement and comprehension.
Another effective use of technology is digital writing tools, such as interactive story creation apps or word processing programs with voice-to-text features. These tools help children develop writing fluency by allowing them to type, dictate, and edit their stories with ease. Studies show that using digital writing platforms can enhance motivation, creativity, and written expression by providing scaffolding, such as spell-check and word prediction, which support developing writers (Dalton & Proctor, 2008). Parents can encourage their children to use these tools to create personal narratives, journal entries, or collaborative stories, fostering both writing confidence and literacy growth in an engaging and meaningful way.
Great Apps for Young Children
Guidelines for Selecting Apps
When choosing educational apps for young children, consider the following recommendations:
ACTIVE ENGAGEMENT
Choose apps that require children to interact meaningfully rather than passively watch. Research suggests that hands-on engagement, such as responding to prompts or solving problems, enhances learning and retention (Hirsh-Pasek et al., 2015).
DEVELOPMENTALLY APPROPRIATE CONTENT
Apps should align with the child’s cognitive, linguistic, and motor skills, offering age-appropriate challenges. Look for apps that scaffold learning by gradually increasing complexity based on the child's progress (Guernsey et al., 2012).
ENCOURAGES SOCIAL INTERACTION
Select apps that promote joint engagement between children and caregivers or peers, such as storytelling or cooperative problem-solving activities. Studies indicate that social interaction enhances language development and comprehension (Neumann & Neumann, 2014).
NO DISTRACTIONS OR EXCESSIVE REWARDS
Avoid apps overloaded with flashy animations, advertisements, or unrelated rewards, as these can distract from learning. Research highlights that well-designed educational apps focus on the learning objective without unnecessary extrinsic motivators (Zosh et al., 2017).
Recommended Apps
HOMER LEARN & GROW (Ages 2-8)
Homer is a research-based literacy app that provides personalized, interactive lessons in phonics, vocabulary, and early reading skills. It adapts to a child’s progress, offering engaging activities like letter tracing, story creation, and word recognition games. Studies suggest that individualized digital literacy programs can enhance early reading skills by reinforcing phonemic awareness and comprehension strategies (Hirsh-Pasek et al., 2015).
ENDLESS READER (Ages 3-7)
This app introduces sight words through interactive animations and word puzzles that help children recognize common words and understand their meanings in context. By combining engaging visuals with audio reinforcement, it supports early word recognition and builds foundational reading skills. Research indicates that multimodal learning—where children see, hear, and manipulate words—improves retention and literacy development (Neumann & Neumann, 2014).
STARFALL LEARN TO READ (Ages 4-7)
Starfall uses phonics-based instruction with engaging songs, animations, and interactive stories to teach letter sounds, blending, and decoding skills. The app supports beginning readers by providing systematic phonics practice in a fun, game-like environment. Phonics-based digital learning has been shown to strengthen early reading skills by helping children connect sounds to letters and words (Smeets & Bus, 2015).
References
American Academy of Pediatrics. (2016). Media and young minds. Pediatrics, 138(5), e20162591.
Berkley, M. (2017). Endless Alphabet [Mobile application software]. Originator Inc.
Christakis, D. A. (2014). Interactive media use at younger than the age of 2 years: Time to rethink the American Academy of Pediatrics guideline? JAMA Pediatrics, 168(5), 399-400.
Cohen, J., & Wang, C. (2017). Early childhood education and technology integration: A review of research. Early Childhood Research Quarterly, 41, 85-98.
Goldstein, J. (2016). Technology and cognitive development in early childhood: The role of educational apps. Journal of Applied Developmental Psychology, 46, 19-29.
Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. Alliance for Childhood.
Neumann, M. M. (2016). Young children and screen time: Creating a mindful approach to digital technology. Australian Educational Computing, 31(2).
Starfall Education Foundation. (2020). Starfall [Mobile application software]. Starfall Education.
Twenge, J. M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy—and completely unprepared for adulthood. Atria Books.
Vandewater, E. A. (2012). Parental mediation of children's media use: The role of joint engagement in early literacy development. Journal of Children and Media, 6(2), 165-181.
Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. Early Childhood Research & Practice, 5(2).