Abstract:

With the increasing integration of technology into early years education, an expanding body of research is delving into how technological tools can effectively engage children in reading activities. In order to comprehensively explore the landscape of this burgeoning field, the authors conducted a systematic review of the literature concerning technology-assisted interactive reading activities within early childhood education. Employing an inductive approach, the authors meticulously analyzed 37 articles to discern the prevailing characteristics and outcomes of existing research. Three primary thematic findings emerged from the analyzed research. First and foremost, a majority of the studies underscored how technology-supported reading activities bolster various skills among children, elucidating the benefits they yield. By providing expanded access to diverse resources, these activities facilitate the development of language skills such as comprehension, phonological awareness, and communication. Furthermore, they enhance motivation, engagement, autonomy, and independence, fostering multisensory behaviors within a collaborative learning environment. Secondly, the studies shed light on the challenges of using technology in interactive reading activities. These challenges encompassed diminished adult-child interaction, issues of distraction and concentration, as well as time management concerns. Lastly, the research highlighted the potential efficacy of employing these activities for parents and teachers. This effective utilization underscored the significance of technology in augmenting interactive reading experiences. The authors delve into the implications of these discerned themes and propose novel avenues for future research in technology-assisted interactive reading activities within early years education.

Keywords: