Skip to main content

Touch Screen Tablets and Emergent Literacy

Early Childhood Education Journal volume 42, pages 231–239 (2014)Cite this article

Abstract

The use of touch screen tablets by young children is increasing in the home and in early childhood settings. The simple tactile interface and finger-based operating features of tablets may facilitate preschoolers’ use of tablet application software and support their educational development in domains such as literacy. This article reviews current findings on using touch screen tablets in supporting early literacy development within a theoretical framework. The evidence suggests that tablets have the potential to enhance children’s emergent literacy skills (e.g., alphabet knowledge, print concepts, and emergent writing). However, the optimal use of tablets for early literacy learning may be dependent upon the type of scaffolding used by parent or teacher and the availability and quality of literacy tablet applications. Practical implications and suggestions for future research are discussed.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Fig. 1

References

  • Australian Government Department of Education, Employment, & Workplace Relations for the Council of Australian Governments. (2009). Australian education policy: Early years learning framework (EYLF) (ISBN 978-0-642-77873-4). Retrieved July 29, 2013, from http://deewr.gov.au/early-years-learning-framework.

  • Bowman, M., & Treiman, R. (2004). Stepping stones to reading. Theory into Practice, 43, 295–303.

    Article  Google Scholar 

  • Bus, A. G., & Neuman, S. B. (2009). Multimedia and literacy development. New York, NY: Routledge.

    Google Scholar 

  • Chera, P., & Wood, C. (2003). Animated multimedia “talking books” can promote phonological awareness in children beginning to read. Learning and Instruction, 13, 33–52.

    Article  Google Scholar 

  • Chiong, C., & Schuler, C. (2010). Learning: Is there an app for that? Investigations of young children’s usage and learning with mobile devices and apps. New York, NY: The Joan Ganz Cooney Centre at Sesame Workshop. http://pbskids.org/read/files/cooney_learning_apps.pdf.

  • Clay, M. (1975). Concepts about print. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Cohen, V. L., & Cowen, J. E. (2011). Literacy for children in an information age: Teaching reading, writing, and thinking. Belmont, CA: Wadsworth Cengage Learning.

    Google Scholar 

  • Cooper, L. Z. (2005). Developmentally appropriate digital environments for young children. Library Trends, 54, 286–302.

    Article  Google Scholar 

  • Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43, 75–98.

    Article  Google Scholar 

  • de Jong, M. T., & Bus, A. G. (2003). How well suited are electronic books to supporting literacy? Journal of Early Childhood Literacy, 3, 147–164.

    Article  Google Scholar 

  • Ehri, L. C. (2005). Learning to read words: Theory, findings and issues. Scientific Studies of Reading, 9, 167–188.

    Article  Google Scholar 

  • Ehri, L. C., & Roberts, T. (2006). The roots of learning to read and write: Acquisition of letters and phonemic awareness. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 2, pp. 113–130). New York, NY: Guilford Press.

    Google Scholar 

  • Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, J. Marshall & M. Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301–330). London, England: Lawrence Erlbaum.

  • Goodwin, K. (2012). Use of tablet technology in the classroom. Strathfield, NSW: Curriculum and Learning Innovation Centre, NSW Department of Education and Communities. http://rde.nsw.edu.au/files/iPad_Evaluation_Sydney_Region_exec_sum.pdf.

  • Hisrich, K., & Blanchard, J. (2009). Digital media and emergent literacy. Computers in the Schools, 26, 240–255.

    Article  Google Scholar 

  • Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: Effects on children’s emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23, 248–259.

    Article  Google Scholar 

  • Korat, O., Shamir, A., & Arbiv, L. (2011). E-books as support for emergent writing with and without adult assistance. Education Information Technology, 16, 301–318.

    Article  Google Scholar 

  • Levy, R. (2009). ‘You have to understand words…but not read them’: Young children becoming readers in a digital age. Journal of Research in Reading, 32, 75–91. doi:10.1111/j.1467-9817.2088.01382.x.

    Article  Google Scholar 

  • Masonheimer, P. E., Drum, P. A., & Ehri, L. C. (1984). Does environmental print identification lead children into word reading? Journal of Reading Behavior, 16, 257–271.

    Google Scholar 

  • McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. Young Children, 67, 14–24.

    Google Scholar 

  • McMunn Dooley, C., Seely Flint, A., Holbrook, T., May, L., & Albers, P. (2011). The digital frontier in early education. Language Arts, 89, 83–85.

    Google Scholar 

  • Michael Cohen Group & USDOE [US Department of Education]. (2011). Young children, apps and iPad. New York, NY: Michael Cohen Group. http://mcgrc.com/wp-content/uploads/2012/06/ipad-study-cover-page-report-mcg-info_new-online.pdf.

  • Murray, O. T., & Olcese, N. R. (2011). Teaching and learning with iPads, ready or not? TechTrends, 55, 42–48.

    Article  Google Scholar 

  • NAEYC., & Fred Rogers Centre (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Washington, DC: NAEYC [National Association for the Education of Young Children]; Latrobe, PA: Fred Rogers Center for Early Learning and Children’s Media, Saint Vincent College. http://www.naeyc.org/files/naeyc/PS_technology_WEB.pdf.

  • N.Z. Ministry of Education. (1996). Te Whàriki: He Whàriki Màtauranga mò ngà Mokopuna o Aotearoa Early Childhood Curriculum. (ISBN 0 478 02980 2, Wellington: Learning Media). Retrieved July 29, 2013, from http://www.educate.ece.govt.nz/learning/curriculumAndLearning/TeWhariki.aspx.

  • N.Z. Ministry of Education, & N.Z. Council for Educational Research. (2004). The role and potential of ICT in early childhood education: A review of New Zealand and international literature. Prepared by R. Bolstad. (2004). Retrieved July 29, 2013, from http://www.nzcer.org.nz/system/files/ictinecefinal.pdf.

  • O’Mara, J., & Laidlaw, L. (2011). Living in the iworld: Two literacy researchers reflect on the changing texts and literacy practices of childhood. English Teaching: Practice and Critique, 10, 149–159.

    Google Scholar 

  • Orlando, J. (2011). How young is too young? Mobile technologies and young children August 21, 2011 Posted by Editor21C in Directions in Education, Early Childhood Education, Engaging Learning Environments. University of Western Sydney. http://learning21c.wordpress.com/2011/08.

  • Orrin, M. T., & Olcese, N. R. (2011). Teaching and learning with iPads, ready or not? Techtrends, 55, 42–48.

    Google Scholar 

  • Plowman, L., & Stephen, C. (2003). A ‘benign addition’? Research on ICT and pre-school children. Journal of Computer Assisted Learning, 19, 149–164.

    Article  Google Scholar 

  • Plowman, L., Stevenson, O., McPake, J., Stephen, C., & Adey, C. (2011). Parents, pre-schoolers and learning with technology at home: Some implications for policy. Journal of Computer Assisted Learning, 27, 361–371.

    Article  Google Scholar 

  • Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers & Education, 59, 30–37.

    Article  Google Scholar 

  • Rideout, V. (2011). Zero to eight: Children’s media use in America. San Francisco, CA: Common Sense Media. www.commonsensemedia.org/sites/default/files/research/zerotoeightfinal2011.pdf.

  • Roskos, K., Brueck, J., & Widman, S. (2009). Investigating analytic tools for e-book design in early literacy learning. Journal of Interactive Online Learning, 8, 218–240.

    Google Scholar 

  • Roskos, K., Burstein, K., You, B. K., Brueck, J., & O’Brien, C. (2011). A formative study of an E-book instructional model in early literacy. Creative Education, 2, 10–17.

    Article  Google Scholar 

  • Salmon, L. G. (2013). Factors that affect emergent literacy development when engaging with electronic books. Early Childhood Education Journal,. doi:10.1007/s10643-013-0589-2.

    Google Scholar 

  • Sénéchal, M., Le Fevre, J., Smith-Chant, B. L., & Colton, K. V. (2001). On refining theoretical models of emergent literacy the role of empirical evidence. Journal of School Psychology, 39, 439–460.

    Article  Google Scholar 

  • Shamir, A. (2009). Processes and outcomes of joint activity with e-books for promoting kindergarteners’ emergent literacy. Educational Media International, 46, 81–96. doi:10.1080/09523980902781295.

    Article  Google Scholar 

  • Shamir, A., & Korat, O. (2007). Developing an educational E-book for fostering kindergarten children’s emergent literacy. Computers in the Schools, 24, 125–143.

    Article  Google Scholar 

  • Shanis, J., & Hedge, A. (2003). Comparison of mouse, touchpad and multitouch input technologies. In Proceedings of the human factors and ergonomics society 47th annual meeting, Oct. 13–17, Denver, CO (pp. 746–750).

  • Shifflet, R., Toledo, C., & Mattoon, C. (2012). Touch tablet surprises: A preschool teacher’s story. Young Children, 67, 36–41.

    Google Scholar 

  • Smith, C. R. (2001). Click and turn the page: An exploration of multiple storybook literacy. Reading Research Quarterly, 36, 152–182.

    Article  Google Scholar 

  • Snow, C. E., Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

    Google Scholar 

  • Tahnk, J. (2011). Digital milestones: Raising a tech-savvy kid. Parenting.com, November (pp. 78–84).

  • Teale, W. H., & Sulzby, E. (1986). Emergent literacy as a perspective for examining how young children become readers and writers. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Reading and writing (pp. 7–25). Norwood, NJ: Ablex Publishing.

    Google Scholar 

  • U.K. Government. (2013). Early years foundation stage profile handbook (ISBN: 978-1 4459-5882-8). Retrieved July 29, 2013, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/19417/Early_Years_Foundation_Stage_Profile_Handbook.pdf.

  • U.S. Department of Education & U.S. Department of Health and Human Services, Earl Childhood-Head Start Task Force. (2002). Teaching our youngest: A guide for preschool teachers and child care and family providers. Washington, D.C. Retrieved July 29, 2013, from http://www2.ed.gov/teachers/how/early/teachingouryoungest/teachingouryoungest.pdf.

  • Verhallen, M. J. A. J., Bus, A. G., & de Jong, M. T. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98, 410–419.

    Article  Google Scholar 

  • Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Westerman, W., Elias J. G., & Hedge, A. (2001). Multi-touch: A new tactile 2-D gesture interface for human-computer interaction. In Proceedings of the human factors and ergonomics society 45th annual meeting, Minneapolis, MN (Vol. 1, pp. 632–636).

  • Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848–872.

    Article  Google Scholar 

  • Wohlwend, K. E. (2009). Early adopters: Playing new literacies and pretending new technologies in print-centric classrooms. Journal of Early Childhood Literacy, 9, 119–143.

    Article  Google Scholar 

  • Wohlwend, K. E. (2010). A is for avatar: Young children in literacy 2.0 worlds and literacy 1.0 schools. Language Arts, 88, 144–152.

    Google Scholar 

  • Wood, D., Bruner, J. C., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100.

    Article  Google Scholar 

  • Yates, D. (2012). Tablet magic. Australian PC User Updated Techlife, 1, 45–53.

    Google Scholar 

  • Yelland, N., & Masters, J. (2007). Rethinking scaffolding in the information age. Computers & Education, 48, 362–382.

    Article  Google Scholar 

  • Yost, N. (2003). Computers, kids, and crayons: a comparative study of emergent writing behaviours. In Australian Computer Society, Inc. IFIP Working Group 3.5 Conference: Young Children and Learning Technologies. UWS, Parramatta, Australia.

Download references

Author information

Authors and Affiliations

  1. Griffith Institute for Educational Research, Griffith University, Gold Coast, QLD, Australia

    Michelle M. Neumann

  2. Behavioural Basis of Health Program, Griffith Health Institute, Griffith University, Gold Coast, QLD, Australia

    David L. Neumann

  3. School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia

    David L. Neumann

  4. School of Education and Professional Studies, Griffith University, Gold Coast, QLD, 4222, Australia

    Michelle M. Neumann

Authors
  1. Michelle M. Neumann
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. David L. Neumann
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Michelle M. Neumann.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Neumann, M.M., Neumann, D.L. Touch Screen Tablets and Emergent Literacy. Early Childhood Educ J 42, 231–239 (2014). https://doi.org/10.1007/s10643-013-0608-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-013-0608-3

Keywords

  • Emergent literacy
  • Touch screen tablets
  • Apps
  • Preschoolers
  • Scaffolding