In an era where digital literacy tools and interactive learning games increasingly dominate early childhood education, new research from Michigan State University challenges prevailing assumptions about the most effective ways to cultivate foundational reading skills in preschoolers. Published in the Journal of Research in Reading, this comprehensive study reveals that traditional, print-focused activities—such as writing letters and engaging with everyday printed materials—significantly outperform digital literacy games in fostering early reading development. The research further uncovers important nuances regarding the impact of these activities on children with and without speech or language impairments.
The study investigates the multifaceted home literacy environment, an essential yet often underexplored context where children develop preliminary literacy abilities outside formal schooling. By examining the frequency and nature of various literacy-related engagements at home, researchers delineated three distinct categories of activities: print-focused tasks involving direct interaction with letters and words, shared book reading practices, and participation in literacy games encompassing both digital apps and analog educational play. This categorization allowed for a nuanced analysis of how different forms of literacy stimulation relate to early reading measures.
Over 1,000 children between the ages of three and six participated in the study, representing a demographically diverse population from a Midwestern U.S. state. Notably, the sample included approximately 800 children exhibiting typical development alongside over 200 children diagnosed with speech and/or language impairments. This inclusivity enabled the researchers to assess the differential effects of literacy activities across diverse developmental profiles, thereby enriching the study’s applicability for varied learner populations.
Researchers utilized three core literacy indicators as outcome measures: letter-name knowledge (the ability to recognize and name letters), letter-sound knowledge (identifying the phonetic value of letters), and phonological awareness (understanding the sound structure of words, including skills like rhyming and syllable segmentation). These foundational skills represent critical precursors to successful reading acquisition and are widely recognized within educational psychology and linguistics as benchmarks for early literacy competence.
Parents provided extensive survey data regarding the frequency of their children’s engagement in literacy activities. This included how often children practiced writing letters, actively participated in shared book reading, and interacted with literacy games that ranged from digital platforms to physical flashcards and alphabet puzzles. By correlating these parental reports with children’s literacy performance, the study elucidated the distinct contributions of various home literacy experiences.
A striking finding emerged: children who dedicated more time to print-focused activities consistently demonstrated superior early reading skills compared to their peers. These hands-on engagements—such as writing their names, identifying print in everyday environments like street signs and packaging, and directly practicing letter sounds—proved to be robust predictors of literacy success. This outcome underscores the fundamental role that tactile, explicit print interaction plays in the cognitive processes underpinning literacy development.
Conversely, increased time spent playing literacy games was associated with lower scores on early reading assessments across both children with typical development and those with speech or language impairments. This counterintuitive result suggests that mere exposure to digital or analog educational games does not necessarily translate into enhanced literacy skills. In fact, it may have adverse effects, possibly due to the passive consumption of information or distraction caused by game design elements that prioritize entertainment over educational content.
Shared book reading presented a more complex influence. While this activity positively predicted early literacy outcomes in children with typical development, the effect was not statistically significant for children with speech and language challenges. This differential impact highlights the importance of tailoring literacy interventions to individual developmental needs, signaling that children with impairments may require more explicit or alternative strategies beyond traditional shared reading to optimize their literacy trajectories.
These findings challenge the widespread belief that increasing screen time or game-based learning unequivocally benefits early literacy. Instead, they emphasize the need for intentional, direct engagement with print materials. The study advocates for parents and educators to prioritize print-focused routines and integrate digital tools thoughtfully as supplemental aids, rather than substitutes for hands-on literacy experiences.
Researchers speculate that many educational games may fail to support literacy development effectively because they often emphasize flashy graphics, entertainment, and rapid stimuli rather than the kind of deliberate practice essential for mastering letter-sound correspondences and phonological processing. Without the active motor involvement and cognitive effort associated with printing and reading real-world text, children may miss critical sensory and neural opportunities necessary for solidifying early reading skills.
Furthermore, for children facing speech and language impairments, print-focused activities hold particular importance. Such children may require enhanced tactile and individualized learning experiences to compensate for their difficulties with language processing. The study suggests that augmenting shared book reading with interactive and print-centered tasks can better support these learners, addressing gaps left by conventional literacy practices.
Importantly, the research provides actionable recommendations for parents seeking to bolster their children’s early literacy development. Encouraging letter and word recognition through everyday environmental print—like signboards, menus, and packaging—creates naturalistic learning opportunities. Facilitating children’s own writing attempts, from scribbling letters to labeling pictures, engages fine motor skills and reinforces letter knowledge. When reading aloud, making the process interactive by pointing to and discussing letters and sounds enhances phonological awareness. Parents are also advised to introduce digital literacy games cautiously, reserving them primarily as adjuncts rather than foundational tools.
This extensive study from Michigan State University underscores a critical message in the digital age: despite technological advances and the proliferation of gimmicky learning applications, foundational literacy skills are best nurtured through direct, print-centered interactions. These findings call for a recalibration of early childhood education priorities, ensuring that young learners develop concrete skills that will support their long-term reading success.
As policies and curricula evolve to incorporate more technology into early education, this research serves as a timely reminder that effective literacy instruction requires more than exposure to apps and games. It demands thoughtfully designed activities grounded in cognitive development science, emphasizing active exploration of print and sound. By doing so, educators and families can help set the stage for enduring literacy and academic achievement.
Michigan State University’s commitment to advancing educational understanding and community well-being continues through such impactful studies, contributing vital insights that not only challenge existing paradigms but also offer practical guidance for shaping the future of early learning.
Subject of Research: Early literacy development in preschool children with and without speech and language impairments
Article Title: Measurement invariance of the home literacy environment for preschoolers with and without speech and/or language impairment
News Publication Date: August 11, 2025
Web References:
References:
Skibbe, L., Bowles, R., & Waters, N. (2025). Measurement invariance of the home literacy environment for preschoolers with and without speech and/or language impairment. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.70010
Keywords: Educational methods, early literacy, print-focused activities, digital literacy games, speech and language impairments, preschool education, phonological awareness, letter knowledge
