Learning through play: The impact of web-based games on early literacy development

Abstract Education practitioners and policy-makers are enthusiastic about web-based games’ potential to promote reading and pre-reading skills, although it is unclear how effective these games are, especially for children in early childhood. The aim of this study was to determine if literacy games on an educational website could effectively promote early literacy. 136 preschoolers and kindergarteners were randomly assigned to play literacy-focused (intervention group), or puzzle- and arts-themed computer games (control) for 8 weeks at home. Children’s early literacy skills were evaluated pre- and post-intervention via 12 literacy assessments. Children in the intervention group outperformed control group peers on eight of these outcomes. Learning was most pronounced for alliteration and phonics, which are important early predictors of later reading abilities.

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