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Stories and Sequences: Supporting Computational Thinking through Literacy in Early Childhood

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Title: Stories and Sequences: Supporting Computational Thinking through Literacy in Early Childhood
Language: English
Authors: Hannah R. Thompson (ORCID 0009-0009-6874-9556), Margaret F. Quinn (ORCID 0000-0001-7838-8330), Lori A. Caudle (ORCID 0000-0002-3735-5994), Frances K. Harper (ORCID 0000-0003-3718-7625)
Source: Reading Teacher. 2026 79(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 5
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2031394
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Education Level: Early Childhood Education
Descriptors: Computation, Thinking Skills, Literacy Education, Early Childhood Education, Emergent Literacy, Reading Instruction, Teaching Methods, Computer Assisted Instruction, Young Children, Creative Writing, Childrens Literature, Reading Comprehension, Writing Skills, Computer Science
DOI: 10.1002/trtr.70028
ISSN: 0034-0561
1936-2714
Abstract: Early literacy experiences, including reading and writing, serve as meaningful backdrops for teachers in early childhood contexts to support and embed both computational thinking and computer science into classroom instruction. This article shares how interactive in-class instruction that is embedded within rich literacy experiences and computer science concepts allow young children to think deeply about books that are read to them and engage in forms of creative composition. Examples of common children's books are used to demonstrate and provide opportunities for children to develop early comprehension and composition skills that intersect with computational thinking skills and computer science competencies in naturalistic and unplugged classroom contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492050
Database: ERIC
FullText Text:
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  Data: Stories and Sequences: Supporting Computational Thinking through Literacy in Early Childhood
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  Data: <searchLink fieldCode="AR" term="%22Hannah+R%2E+Thompson%22">Hannah R. Thompson</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-6874-9556">0009-0009-6874-9556</externalLink>)<br /><searchLink fieldCode="AR" term="%22Margaret+F%2E+Quinn%22">Margaret F. Quinn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7838-8330">0000-0001-7838-8330</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lori+A%2E+Caudle%22">Lori A. Caudle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3735-5994">0000-0002-3735-5994</externalLink>)<br /><searchLink fieldCode="AR" term="%22Frances+K%2E+Harper%22">Frances K. Harper</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3718-7625">0000-0003-3718-7625</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Reading+Teacher%22"><i>Reading Teacher</i></searchLink>. 2026 79(4).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 5
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  Data: 2026
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  Data: National Science Foundation (NSF)
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Writing%22">Creative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Literature%22">Childrens Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science%22">Computer Science</searchLink>
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  Data: 10.1002/trtr.70028
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– Name: Abstract
  Label: Abstract
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  Data: Early literacy experiences, including reading and writing, serve as meaningful backdrops for teachers in early childhood contexts to support and embed both computational thinking and computer science into classroom instruction. This article shares how interactive in-class instruction that is embedded within rich literacy experiences and computer science concepts allow young children to think deeply about books that are read to them and engage in forms of creative composition. Examples of common children's books are used to demonstrate and provide opportunities for children to develop early comprehension and composition skills that intersect with computational thinking skills and computer science competencies in naturalistic and unplugged classroom contexts.
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  Data: 2026
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  Data: EJ1492050
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        Value: 10.1002/trtr.70028
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      – Text: English
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        PageCount: 5
    Subjects:
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
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      – SubjectFull: Literacy Education
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      – SubjectFull: Young Children
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      – SubjectFull: Creative Writing
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Computer Science
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      – TitleFull: Stories and Sequences: Supporting Computational Thinking through Literacy in Early Childhood
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