Untitled storybook

The importance of reading When sharing a book with young children they are not just learning letter recognition, they are also learning new words, concepts, characters and settings through the stories. An adult can pause during the story to explain any new vocabulary, ask questions such as what happens next or link to their own experiences. This will help them develop their language skills and understanding of how stories work.

Now children have the opportunity to experience stories through both traditional paper books and digital books. Whilst they can provide meaningful experiences, there are factors to consider depending on the type of book, quality of the book, child’s age and engagement from an adult. This book will look at the advantages and disadvantages of both formats, the digital divide and how family literacy programmes can support families. I believe that paper books should be used as a strong base for early literacy whilst carefully selected digital books can be a useful supplement.

What is digital media? Digital media refers to any information that is made available, saved or shared using electronic media. Examples include e-books, interactive storybooks with a narrator and literacy apps. These can be used on a tablet or computer. A digital book can be similar to a printed book but will often have additional features. Some e-books will have highlighted words, children can listen to the story more than once or there will be an easy explanation provided for any new words. Some books will have animations, sounds, games and buttons to press. This can help children learn, however the book will not necessarily be an educational one. Adults should look for simple vocabulary, age appropriate content, useful narration and features that do not distract from the story (Lowry, 2014).

What Is Paper Media? Paper media refers to printed materials that people read or use without an electronic screen. Examples include picture books, board books, storybooks, alphabet books, and other printed reading materials. Children can hold a book, turn its pages, point to pictures, and return to a favorite page. Traditional books give children a direct, hands-on experience with print. They can notice the cover, title, direction of the pages, and the way words and pictures work together. A parent or caregiver can point to an illustration, ask a question, or let the child take the lead by choosing what to look at. Paper books do not need batteries, internet access, or a device. They can be shared in homes, libraries, classrooms, and community spaces. Jacqueline Lynch's (2008) study of low-income families and Head Start children also reminds educators that families engage with print in many everyday ways, not only through storybooks. Everyday print can become part of a child's literacy learning.

Advantages of E-Books Having multiple books, increasing text size, rewinding and selecting a book in a language they are familiar with can make stories more accessible for families. Children will benefit from listening to words being pronounced through an audio narration. Families will be able to develop their literacy skills in multiple languages. E-books can provide many opportunities to improve early literacy skills. When the narrator is reading out a word it will be highlighted on the screen. This will help children to start to understand what they are saying and the link between speech and print. Some e-books have a dictionary function or image that can help children to learn new vocabulary. High quality e-books can help children develop their language and literacy by having features in place to enhance their understanding of the story (Lowry, 2014). Children may want to re-read stories. This can give them the opportunity to listen to words again, spot new details and get used to the story. The most useful e-books will have the story as the priority and not the buttons, games and special effects.

Issues with Digital Books When using digital books there are some issues which can occur. Children may become more interested in pressing buttons, viewing animations or playing games. These extra features which aren’t related to the story can cause distraction. The Hanen Centre explain that parents may focus more on how the buttons and games work and less about the story. This can result in children not making links between events in the book and their own lives as they focus on how to use the screen (Lowry, 2014). Digital books need the child to have access to a device, power and sometimes a reliable internet connection. Having a screen can cause further issues for children who already spend lots of time using electronic devices. Adults should ensure that they choose suitable digital books and reduce any distractions.

Advantages of Paper Books Children and adults can easily interact together. Children may point to images and turn pages. They could also ask questions or go back in the story. Adults will respond to the children naturally. An explanation can be given and predictions can be encouraged. This interaction is a vital part of early literacy. Adults can relate the story to the child’s life. Adults can explain why a character did something and encourage them to talk about what they can see. A study was conducted by Lynch (2008) and found that families from different backgrounds were using a wide range of print based activities with their children. This shows it is important to acknowledge and build upon existing literacy practices within the home. Paper books can be a good way to take a break from screens. They can be used most places. Families can read together at bedtime, waiting rooms, the library or outside. The printed book can become a familiar and comforting source. Although paper books are not always the best option, they do provide positive opportunities to read together and discuss.

Challenges of paper books A family may struggle to provide books due to lack of funds or distance from a public library/bookstore. In some communities there are less books available for children. Families who do not speak English may struggle to find books that match their language and culture. Books can also take up valuable space and can be damaged/lost. If a child struggles to see small font they may require large print books or alternative formats. Children with some disabilities and/or language learning needs can benefit from features such as audio narration, adjustable text and other provisions which are easier to provide in digital format. By providing resources in schools, libraries and family literacy schemes there can be a balance created. This can include providing books on loan, home reading packs, resources in multiple languages and providing families with free digital resources if they have the technology.

What does research say? Research has shown that there is no one best option for every child when it comes to the format of the books they are using. A systematic review of 39 studies including 1812 children aged between one and eight years old found that simply copying print books into a digital version was not automatically beneficial for comprehension. However, digital books which included enhancements relating to the story were sometime more beneficial to learning than print books. Support from adults whilst reading was also important (Furenes, Kucirkova & Bus, 2021). A systematic review in 2024 looked at research on children reading in digital and print. The overall majority of studies showed that there was little difference in many aspects of reading between the two formats. Some studies found that print was more beneficial to comprehension. However, there were often benefits to using digital versions to increase engagement and some aspects of vocabulary if enhancements were helpful (Hare et al., 2024). A meta-analysis in 2025 found there were potential benefits of children reading digitally to improve their comprehension and vocabulary when they were in the early years. Overall the research shows that the actual quality of the book and how it is used is more important. Children need to have meaningful stories, the correct support and discussion around what they are reading.

Learning Children will learn more if the story includes narration, picture highlighting and a relevant image to aid understanding. Children will also develop their understanding by working out why something has happened, what has happened and how things link together. They will retain information if they can remember what they have read. Adults can help children to understand and retain information by asking them to retell the story, describe a character or tell them what they have learnt. Children may learn new vocabulary using a digital book, if there is narration, highlighted words and appropriate images. However, some children may struggle to understand the flow of the story because animations and games can be distracting. Research has shown that children reading a paper based story remembered more details about the story and the sequence of events than those using an electronic story with distracting features (Lowry, 2014). Paper books will allow adults to stop at points in the story to discuss what is happening. Digital books can help children understand if adults choose to put the book into read only mode and then discuss with the child. The best way to help children understand is using active reading strategies. Ask them to listen, look, ask, explain, link and retell.

Understanding the Digital Divide Digital divide refers to the lack of access to digital technologies and skills that individuals may have. This includes individuals having the correct device, a reliable and affordable internet connection, electricity, accessible software and someone to support them if something goes wrong with technology. The digital divide can impact on education as families will not be able to access digital tasks, e-books and learning tools. (IEEE Communications Technology Newsletter, 2023) This can cause issues in terms of education as some children may not be able to reliably use digital resources. This can result in them missing out on learning opportunities. Digital divide can relate to many things. Families may not have individual tablets but one phone which is shared between multiple family members. This could also be due to the family not having enough data or a fast internet connection. Caregivers may require support with using an app and finding the right content. It should never be assumed that families all have the same level of technology and digital skills.

Digital divide at home and globally Some families may not have access to technology at home, this could be due to the amount of money they have in the family. Rural areas may not have the same reliable options as urban areas. Families may also share technology between different people in the family as there are multiple children and adults using it for work and school. This is a global problem. A report was released by UNICEF and International Telecommunications Union in 2020. This stated that 1.3 billion children between the ages of 3-17 (around 2/3 of school age children across the globe) do not have access to the internet at home. This is in reference to around 2020, so should not be taken as a current estimate in 2026. However, this shows how the unequal access to technology has impacted children’s ability to take part in online learning. Cultural and linguistic considerations should also be considered. Families may require books in their home language, stories that relate to their culture and instructions on how to use technology in a language they understand. Programmes should be culturally sensitive and provide options for families to use print resources to avoid the lack of internet impacting literacy.

How Family Literacy Programs Are Adapting Family literacy programs aim to facilitate learning between children and adults. This can be by providing books, reading activities, parent training, home visits, access to a library or family learning activities. Some family literacy programs are using technology to include digital books, audiobooks, online libraries and basic digital literacy skills. Technology can be used to support learning if used purposefully and with consideration of child developmental stages. Educators will need to carefully select the media to use based on the age of the children, involve families and ensure equitable access (National Association for the Education of Young Children & Fred Rogers Center, 2012). A program may use mixed media. Providing physical books but demonstrating to carers how they can access a free digital story. Demonstrating how to open the narration, select their language at home, and how to use the library website. Families should also be provided with information about interactive reading. This includes pausing, asking questions, explaining new words and linking the story to real life situations.

My Position Overall, I believe paper-based books should still be an important component of early childhood literacy, but digital books can be used to supplement learning. Paper-based books can offer many opportunities for joint attention, interaction, imaginative play and no screen time. They can be accessed without an internet connection or any electronic devices. However, digital books can also be beneficial. High quality e-books can offer narration, multiple languages, text highlighting and other tools to support some children's engagement with the story and building their vocabulary. Research has shown that digital reading can be beneficial when linked to the story and supported by adults (Furenes et al., 2021; Liang et al., 2025). Due to the Digital Divide we must consider that we cannot solely rely on digital books. All children should have access to books and meaningful reading experiences, whether they are paper based or digital. Families and Educators should consider which format will best benefit the child, story and family. The most important thing is that the child is reading, talking and learning.

Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of Educational Research, 91(4), 483–517. https://doi.org/10.3102/0034654321998074 Hare, C., et al. (2024). Children’s reading outcomes in digital and print mediums: A systematic review. Journal of Research in Reading, 47(3), 309–329. https://doi.org/10.1111/1467-9817.12461 IEEE Communications Technology Newsletter. (2023, January 30). Consequences of the digital divide in education. https://ctu.ieee.org/blog/2023/01/30/consequences-of-the-digital-divide-in-education/ Liang, C., Zhang, L., & Sun, J. (2025). The comparative impact of digital and print storybook reading on preschool children’s comprehension and vocabulary learning: A two-decade meta-analysis. International Journal of Early Childhood, 57, 547–573. https://doi.org/10.1007/s13158-024-00410-4 Lynch (2008), “Engagement with print: Low-income families and Head Start children.” Lowry, L. (2014, July 2). E-book or paper book—What’s best for young children? The Hanen Centre. https://www.hanen.org/information-tips/e-book-or-paper-book-whats-best-for-young-children

Lynch, J. (2008). Engagement with print: Low-income families and Head Start children. Journal of Early Childhood Literacy, 8(2), 151–175. https://doi.org/10.1177/1468798408091853 National Association for the Education of Young Children, & Fred Rogers Center for Early Learning and Children’s Media. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. https://www.naeyc.org/resources/topics/technology-and-medi a/preschoolers-and-kindergartners/technology-and-interactive-media-tools UNICEF, & International Telecommunication Union. (2020). How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic. https://data.unicef.org/resources/children-and-young-people-internet-access-at-home-during-covid19/ Unite for Literacy. (n.d.). Unite’s online library. https://www.unitebooks.com/read/unite-for-literacy-online-library