Why Simple Print Beats Digital for Preschool Learning

A new Michigan State University study suggests preschoolers learn to read best through hands-on print activities, not digital games.

Researchers found that writing letters, pointing out words on signs, and other print-focused routines predicted stronger early literacy skills for children aged 3 to 6, including those with speech and language impairments. In contrast, children who spent more time playing literacy games—whether digital or analog—tended to score lower on reading assessments. The findings, published in the Journal of Research in Reading, challenge assumptions about technology’s role in early education.

What the Researchers Found

Led by professors Lori Skibbe and Ryan Bowles, along with former postdoctoral researcher Nick Waters, the MSU team analyzed data from more than 1,000 preschoolers across a Midwestern state. They divided home literacy activities into three categories:

• Print-focused activities — writing names, practicing letter sounds, pointing out words in everyday environments
• Shared book reading — reading picture books aloud, visiting the library, discussing story content
• Literacy games — educational apps, flashcards, alphabet puzzles, videos

Print-focused activities consistently boosted literacy skills across all children studied. Shared book reading helped only those with typical development, while literacy games correlated with lower scores for everyone, regardless of developmental background.

“Print-related activities strongly predicted all children’s early literacy skills whereas shared book reading was significantly related to literacy skills for children with typical development only,” the authors wrote.

Why Digital Games May Fall Short

Some literacy games, particularly digital ones, may prioritize entertainment over instruction, relying on bright visuals and sound effects that distract from learning. Even high-quality games lack the personal, hands-on feedback that comes from directly writing letters or spotting print in the real world. For children with speech and language impairments, these tactile, interactive experiences appear especially critical.

Supporting this, research with parent-toddler pairs has shown that print books promote more verbal engagement and collaborative reading than digital formats, suggesting print-based routines cultivate richer learning interactions.

Practical Takeaways for Parents

The researchers emphasize that building early reading skills does not require costly programs or devices. Instead, everyday interactions can make the difference. Parents can:

• Spot letters together on street signs, menus, or packaging
• Encourage children to write their name, draw letters, or label pictures
• Make reading interactive by pointing to words and discussing letter sounds
• Use games as occasional supplements, not primary teaching tools

Implications for Early Education

The study challenges the assumption that more exposure to educational technology always helps. While shared reading remains important for many children, targeted print-focused instruction appears to be the most reliable path to literacy—especially for those with learning challenges.

“Instruction in the form of games may not be a suitable replacement for instructional activities that explicitly and directly focus on print,” the researchers concluded.

Study Details

The research drew on parent surveys and direct literacy assessments measuring letter-name knowledge, letter-sound knowledge, and phonological awareness. It received funding from the U.S. Department of Education and the National Institutes of Health.

Journal: Journal of Research in Reading
DOI: 10.1111/1467-9817.70010