Digital tools to promote alphabetical code learning in preschool children: systematic literature review of their potential effects

Abstract

This systematic literature review focuses on the effects of training stimulating alphabetic coding using digital tools (computers or touch tablets) in preschool children. Thirteen quasi-experimental or experimental studies conducted in different countries and evaluating this type of training were selected and then analyzed. The vast majority of them concerned children judged to be at risk of developing reading acquisition difficulties, due to a language or speech disorder, or due to socio-economic and/or ethnic background. In general, these trainings show a positive effect on early literacy skills, although inter-study or inter-individual nuances need to be taken into account. The present review then outlines the interests and limitations of these studies. Clinical and research perspectives are then presented.