Digital Technologies and Learning to Read: Possible Effects on Communicative, Cognitive, and Attitudinal Processes

Session Submission Type: Symposium

Abstract

“We are only at the beginning of a new technological era with far-reaching consequences for children becoming literate.” (Bus & Neuman, 2009, p. 1). What this means is that cerebral plasticity brought about by cultural experiences, like digital technologies, can influence communicative, cognitive and attitudinal processes and effect cultural abilities like emergent literacy and reading. And it also means that the new technology era stands a pretty good chance of both desirable and undesirable effects on both. So, what are the candidates for change brought about by the new technology era and what might be the impact on emergent literacy and beginning reading practice.

Sub Unit

• SIG-Research in Reading and Literacy

Chair

• Rosalind Horowitz, The University of Texas - San Antonio

Papers

• Growing Potential: The Impact of Digital Technologies in the Home on Preschool Children’s Early Literacies - Joanna McPake, University of Strathclyde; Christine Stephen, University of Stirling

• Effects of Digital Technologies on Reading Attitudes and Habits - Alan E. Farstrup, Retired

• A Preliminary Discussion: How Technology May Be Changing Core Cognitive Processes in Emergent Literacy and Beginning Reading - S. Jay Samuels, University of Minnesota; Jay S. Blanchard, Educational Testing Service

Discussant

• Rosalind Horowitz, The University of Texas - San Antonio