The Newest Trick in the Book: Current Directions in Research on Literacy and Media/Technology

Session Type: Paper Symposium

Abstract

Developmental cascade models in the literacy/reading space suggest a trajectory where children first develop lower-level foundational literacy skills (e.g., letter name knowledge, phonics) and grow to apply those skills to comprehend a variety of texts across school subject areas. Success in those subjects, in turn, influences educational attainment and labor market outcomes. These developmental models alternatively depict childhood exposure to screens as either a risk factor for achieving reading proficiency and subsequent academic success, such as when children consume non-educational media in lieu of reading enriching texts, or as a protective factor, as in cases where children consume curriculum-based content that suplements school reading curricula. Prior research confirms a cross-sectional negative association between overall screen time and reading, while also pointing to the efficacy of individual media programs targeting literacy - at least for lower-level foundational skills and for WEIRD populations (Western, Educated, Industrialized, Rich, and Democratic).

The international work in this symposium confirms and extends prior findings in this area. The first two studies leverage sophisticated analytical methods to depict complex transactional associations between screen media use and reading in early childhood. Study 1 explores the bi-directionality of how these associations unfold longitudinally, while Study 2 considers the role of parents and culture in shaping media consumption and reading practices. The final two studies employ randomized controlled trials to evaluate media-based interventions designed to promote higher-level literacy skills (e.g., comprehension) among at-risk elementary school students (low-income students in Study 3 and special education students in Study 4).

Sub Unit

• Technology, Media & Child Development

Chair

• Lisa B. Hurwitz, Newsela

Individual Presentations

• Bi-directional Associations Between Screen Use and Reading in Preschool Children - Presenting Author: Brae Anne McArthur, University of Calgary (U of C); Non-Presenting Author: Rachel Eirich, University of Calgary (U of C); Non-Presenting Author: Dillon Browne, University of Waterloo; Non-Presenting Author: Sheila McDonald, Alberta Children’s Hospital Institute; Non-Presenting Author: Suzanne Tough, University of Calgary (U of C); Non-Presenting Author: Sheri Madigan, University of Calgary (U of C)

• Investigating Reading in Children’s Daily Lives: The Role of Screen Media, Parental Presence and Location - Presenting Author: David S Bickham, Boston Children's Hospital; Non-Presenting Author: Summer Moukalled, Boston Children's Hospital; Non-Presenting Author: Michael Rich, Boston Children's Hospital

• The Efficacy of PBS KIDS Media Resources for Promoting Ability to Use Informational Text - Presenting Author: Claire Christensen, SRI International - District of Columbia; Non-Presenting Author: Joy Lorenzo Kennedy, Education Development Center - New York; Non-Presenting Author: Sarah Nixon Gerard, SRI International - District of Columbia; Non-Presenting Author: Tiffany Maxon, EDC; Non-Presenting Author: Philip Vahey, SRI International; Non-Presenting Author: Naomi Hupert, Education Development Center; Non-Presenting Author: Shelley Pasnik, Education Development Center - New York

• Impact of the Lexia® Core5® Reading Program on Students with Reading and Language-Based Disabilities - Presenting Author: Lisa B. Hurwitz, Newsela; Non-Presenting Author: Kirk P. Vanacore, Lexia Learning, a Rosetta Stone company