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The Use of Digital Technologies to Develop Young Children’s Language and Literacy Skills: A Systematic Review

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  • Sylvia Liu
  • Barry Lee Reynolds
  • Nathan Thomas
  • Ali Soyoof

Abstract

This review was conducted to explore the use of digital technologies with young children in early childhood language and literacy education. It centers on peer-reviewed empirical journal articles published during the past two decades. An initial sample of refereed journal articles ( N  = 631) was compiled from systematically searching the Web of Science Core Collection databases. Following strict inclusion and exclusion criteria, 89 articles were included in the review. Five major dimensions of the selected studies were coded: demographic information, setting, digital technology used, research designs, and research findings. All of the articles selected for inclusion were systematically mapped to provide a valuable resource for researchers in this area. The main findings of the review were categorized and are reported in five subsections: print knowledge, alphabet knowledge, phonological awareness, early vocabulary knowledge, and narrative skills. Each subsection is framed with practical implications gleaned from the empirical studies.

Suggested Citation

  • Sylvia Liu & Barry Lee Reynolds & Nathan Thomas & Ali Soyoof, 2024. "The Use of Digital Technologies to Develop Young Children’s Language and Literacy Skills: A Systematic Review," SAGE Open, , vol. 14(1), pages 21582440241, February.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:1:p:21582440241230850
    DOI: 10.1177/21582440241230850
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    References listed on IDEAS

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    1. Norris, Michael & Oppenheim, Charles, 2007. "Comparing alternatives to the Web of Science for coverage of the social sciences’ literature," Journal of Informetrics, Elsevier, vol. 1(2), pages 161-169.
    2. Ford, Timothy G. & Kwon, Kyong-Ah & Tsotsoros, Jessica D., 2021. "Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities," Children and Youth Services Review, Elsevier, vol. 131(C).
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