A digital boost of the home literacy environment positively impacts early reading and vocabulary development of Indonesian 1st graders at-risk.
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| Title: | A digital boost of the home literacy environment positively impacts early reading and vocabulary development of Indonesian 1st graders at-risk. |
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| Authors: | Adam, Patricia, Kleemans, Tijs, Droop, Mienke, Amorim, Américo N., Segers, Eliane |
| Source: | Journal of Educational Research. 2025, Vol. 118 Issue 5, p425-436. 12p. |
| Subjects: | School children, Literacy, Beginning reading, Vocabulary, Digital technology |
| Geographic Terms: | Indonesia |
| Abstract: | A meta-analysis revealed significant learning delays among school-aged children from low-socioeconomic families during the pandemic, highlighting the need for additional assistance in early reading and vocabulary development. Traditional home literacy environment (HLE) interventions have had very small effects, suggesting that digital interventions may offer a viable solution. This study investigated whether digitally boosting the HLE could improve early reading and vocabulary development of children in low-socioeconomic families. A randomized controlled trial was conducted with 100 first-grade children from families in Indonesia. Children in the experimental group received digital storybooks and reading games to play on a tablet in their homes during a period of 10 weeks. On average, the children in the experimental group advanced more than the children in the control group. It can be concluded that digitally boosting the HLE positively impacts early reading and vocabulary development of 1st graders at-risk in Indonesia. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | A meta-analysis revealed significant learning delays among school-aged children from low-socioeconomic families during the pandemic, highlighting the need for additional assistance in early reading and vocabulary development. Traditional home literacy environment (HLE) interventions have had very small effects, suggesting that digital interventions may offer a viable solution. This study investigated whether digitally boosting the HLE could improve early reading and vocabulary development of children in low-socioeconomic families. A randomized controlled trial was conducted with 100 first-grade children from families in Indonesia. Children in the experimental group received digital storybooks and reading games to play on a tablet in their homes during a period of 10 weeks. On average, the children in the experimental group advanced more than the children in the control group. It can be concluded that digitally boosting the HLE positively impacts early reading and vocabulary development of 1st graders at-risk in Indonesia. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220671 |
| DOI: | 10.1080/00220671.2025.2490963 |
