Using Digital Media to Improve Reading Skills Post-Pandemic
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The COVID-19 pandemic led to unprecedented school closures, and now many children are coping with levels of learning loss that could drastically hinder their academic performance and future success. Literacy is one area that has been deeply impacted. According to the Pew Research Center, rates for the number of children who read for fun have gotten lower each year. The transition from in-person to virtual schooling is one factor that has led to reading rates plummeting even further. Extensive research shows that reading is fundamental for language acquisition, social skills, cognitive function, and literacy skills. Because of the pandemic, it has become more important than ever to explore different options available to enhance a child’s reading skills. As we grapple with the negative consequences of the pandemic, educators and parents should think about how to incorporate informational texts and other forms of informative media into students’ learning experiences more frequently as a way to improve academic performance.
Informational texts are non-fiction writings that inform the reader about the real world. These kinds of works are essential to children’s daily life as reading them can lead to gaining knowledge about various subjects and have been shown to improve academic performance. That being said, getting children to read informational texts can be tough. In fact, children in kindergarten and first grade often prefer to read non-fiction books, but by the time they reach fourth grade, where they are expected to read and learn from informational text and content area textbooks, there is an overall decline in reading scores (Chall, Jacobs, & Baldwin, 1990). Greater exposure to informational texts during the early years may help minimize the effects of the “fourth grade slump” in reading achievement.
However, many children are disproportionately under-exposed to informational texts (particularly in high-poverty areas), causing them to be at an academic disadvantage. Children who are minorities are the most affected by unequal access to early learning opportunities, and therefore, informational texts. It is important to find ways to make free public media as accessible to these kids as possible, particularly for students facing barriers to unequal access.
Using Digital Media to Improve Children’s Ability to Use Informational Texts - Molly of Denali
An article published in the American Education Research Journal titled, “The Efficacy of Digital Media Resources in Improving Children’s Ability to Use Informational Text: An Evaluation of Molly of Denali From PBS KIDS,” underscores the need for students to be exposed to informational text, inside and outside of the home, to build their knowledge, vocabulary, and comprehension skills.
One way to address the lack of exposure to informational text is quality, educational media, and Molly of Denali is a great example of a tv show that promotes the use of informational texts.
“Molly of Denali” airs on PBS Kids and is geared towards 4-8-year-olds. In “Molly of Denali”, the main character, Molly Mabray, is a young Alaska Native who maintains a blog that details her life. The show has been praised for educating children about diversity while still remaining relatable to the audience. The show’s primary purpose is to aid children in developing the skills needed to use informational texts through the use of videos, games, and real-world activities.
In a recent study, researchers examined 263 children from low-income communities on whether access to these free educational platforms and media led to improvements in their ability to answer real-world questions based on informational texts. To find out how effective “Molly of Denali” is at improving a child’s ability to utilize informational text, half of the children in the study were given a tablet with access to “Molly of Denali” resources (the treatment group). While the remaining half (the control group) were given a tablet without access to these resources. Parents were responsible for completing a weekly log of their child’s media-related activities during each week. The control group could use their tablet for educational purposes for at least one hour a week. However, they did not have access to any of the material from “Molly of Denali”, PBS Kids, or any other app that included strong informational text content. Parents from the treatment group received an orientation on the importance of informational texts for children. They also received a study calendar with hands-on activities. Both groups were exposed to video content however, only the treatment group had access to all the multi-platform media by PBS Kids. The researchers’ findings indicated that the treatment group outperformed the control group in their ability to utilize informational texts to answer questions or solve real-world problems.
The study suggests that learning can take place when children engage with high-quality educational media. That means, all screen time isn’t bad.
Key Takeaways
While school closures as a result of the pandemic were not ideal, the pandemic-induced closures led to children engaging with more educational technology (“ed tech”).
Though limiting screen time is important, not all media is the same, and strict limitations on educational media might be counterproductive.
It’s important that parents and guardians engage in multi-platform content with their kids. Co-viewing supports literacy, math, and science learning as children will be able to converse about a variety of subjects.
Exploring innovative ways to encourage learning at home through the use of technology is crucial as the world is moving towards a more digitized lifestyle.
More intentional exposure to informational texts, either through actual print material or through shows like “Molly of Denali,” will be key in making up for learning loss in reading.