Aug. 11, 2025
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Why this matters:
EAST LANSING, Mich. – When it comes to teaching preschoolers their ABCs, sticking with the basics might just be more effective. Despite the rise of digital tools and educational games, learning to read still begins with simple, hands-on work, such as writing letters and spotting words in everyday life.
New findings from Michigan State University researchers suggest that some popular approaches for learning may not be as practical as parents think. Preschoolers who played more literacy games scored lower on reading assessments, while those engaged in print-focused activities saw the most significant gains.
The study , published in the Journal of Research in Reading , was led by professors 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. Funding was supported by the U.S. Department of Education and the National Institutes of Health.
Skibbe and Bowles assessed children’s literacy development using three foundational skills: letter-name knowledge, recognizing and naming letters; letter-sound knowledge, identifying the sounds letters make; and phonological awareness, or understanding how words break down into sounds, such as rhyming or segmenting syllables.
Parents completed surveys about how often they engaged in various literacy-related activities at home, including writing letters, reading books and using educational games or apps.
There were several key findings. Print-focused activities consistently predicted stronger early literacy skills in all children studied. Children who spent more time on literacy games scored lower on reading assessments across both groups. So heavier use of games was associated with worse literacy outcomes, regardless of a child’s developmental background.
But for the variable of shared book reading, it was only a significant predictor for children without speech and/or language impairments. So while the structure of the home literacy environment is similar for all children, there should be special attention when it comes to shared reading for those with disabilities.
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. This doesn’t mean digital learning tools should be avoided; rather, they should be used more for supplemental learning rather than as a primary tool.
What parents should know about games
For other games, even if high-quality, they lack personal, hands-on instruction, such as practicing writing or identifying real-world print — skills that are especially critical for children with speech and/or language challenges.
Teaching children early reading skills does not require expensive tools or programs. Everyday interactions with print learning opportunities are the most important. There are specific tips and actions that parents can take to encourage learning:
By Madeline Strauss
Read on MSUToday .
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Journal of Research in Reading
Measurement invariance of the home literacy environment for preschoolers with and without speech and/or language impairment
8-Jul-2025