The Shanker Institute and Maryland READS recently facilitated a conversation between state and local educational leaders in Maryland and literacy expert Dr. Maryanne Wolf to explore the impact of digital technology on students’ reading development. As Maryland joins other states in implementing policy reforms to improve reading instruction, it is essential to recognize and explore additional ecosystem barriers that could prevent the state from achieving its reading proficiency goals.
A growing number of studies (discussed below) show that choosing to read on screens instead of using print materials can be a major barrier to acquiring deep reading and thinking skills. This post explores whether and how reading policies (particularly state legislation) are responding to this emerging concern.
The Shanker Institute has been tracking and analyzing the content of reading bills signed into law since 2019. Technology, broadly defined,(1) has been a domain whose presence or absence we identify in these laws. This publication focuses on mentions of digital media related to students, including their use in instruction, progress monitoring and evaluation, as well as reading interventions. Our analysis reveals that laws in nine states out of 50 that enacted some reading bill and 33 with comprehensive reading legislation discuss these uses of technology, as summarized in Table 1 below.
Table 1. Mentions of digital technology related to students in reading legislation (2019-2023)
For example, Arkansas SB 294 allows up to $500 per eligible student per school year to be used for evidence-based digital literacy applications or software programs selected from a state-approved list. At least three other states (Colorado, Idaho and Utah) mention similar lists. Of these, Colorado and Florida require that these digital tools be “evidence-based.” Some bills use phrases like “aligned with the science of reading” or, when referring to assessment, “valid and reliable” to convey the same idea. Utah’s HB 360 and HB 463 require the State Board of Education to select and contract with technology providers to provide “interactive early reading software” for literacy instruction and assessments in kindergarten through third degree.
While these provisions are well-intentioned, they may inadvertently do more harm than good by overlooking the risks associated with increased screen reading, especially for young students. To address these concerns, we urge reading experts, practitioners, and literacy advocates to inform policymakers of the following research findings:
- Poor comprehension with digital reading: A 2018 meta-analysis of 54 studies involving a total of 171,000 participants showed that reading comprehension is lower when reading digital texts compared to printed ones (Delgado, Vargas, Ackerman, & Salmerón, 2018).
- Negative impact of digital devices in the classroom: Salmerón, Vargas, Delgado, and Baron (2023) found that even minimal daily use (30 minutes) of digital devices in classrooms is negatively associated with students’ reading comprehension, with a more pronounced effect in younger students.
- Negative impact of leisure digital reading: A meta-analysis of 26 studies conducted in 2023 showed that not all readings are equal. For primary and secondary school students, increased leisure digital reading was negatively associated with reading comprehension (Altamura, Vargas, and Salmerón, 2023). Digital reading encouraged superficial interaction with texts and superficial processing, which impaired higher-order cognitive skills.
Some implications for policy and practice emerge from the findings of these empirical investigations. Of course, teachers working with students with special needs will incorporate digital texts and technology as part of support or accommodations when appropriate.
1. Keep books and printed materials in a central location: Keep books and print resources at the center of classroom instruction to promote deeper reading and understanding.
2. Create a thoughtful process to evaluate the use and new adoption of digital technology: Schools should critically evaluate digital tools, preferably before implementation, to ensure they support student learning without unintended negative consequences.
3. Educator training: Train school leaders, technology directors, and educators on whether to effectively incorporate digital tools into reading instruction and how to teach students to adjust their reading approaches depending on the medium and purpose of the reading task.
4. Encourage recreational reading in print: Promote print-based recreational reading among younger readers, recognizing that not all reading is equal.
5. Design better digital environments: Develop digital applications that mitigate screen inferiority by incorporating research-based features (e.g., reduced scrolling) that support concentration and deep reading.
In Reader, come homeMaryanne Wolf describes a roadmap for building a new type of biliteracy, one that allows students to switch between different modes of reading depending on the medium and purpose of reading. Key components include:
- Emphasize print reading for young children: For children ages 0-10, focus on learning to read and developing deep reading skills primarily through print. During this time, appropriate digital uses could include developing new literacies, such as coding or high-quality developmental games to develop automaticity.
- Gradual transition to digital reading: Around age 10, carefully transition students toward more reading and digital learning. The timing of this change should be determined by the child’s individual characteristics and reading ability.
- Teach middle awareness and reading strategies: From an early age, teach students that each medium has unique purposes and rhythms. As children begin reading on screens, teach them counter skills, such as focusing on reading for meaning, avoiding skimming habits, and monitoring comprehension.
- Promote digital wisdom: Educate children about best practices for using digital technologies, including effective use of search engines, assessing the credibility of information, recognizing bias and misinformation, and self-regulating attention and control. memory during digital consumption.
Given this research, current reading legislation would benefit from strongly encouraging the appropriate use of digital media in classrooms. For example, by recommending that classrooms continue to focus on printed materials and books (almost exclusively for young readers), policymakers could mitigate the risks associated with excessive early screen reading. Ultimately, prioritizing print media over digital media can better position states to achieve their reading literacy goals and cultivate lifelong readers.
—–
Footnotes:
(1) Language related to digital tools, software, or applications in the context of professional development for teacher or student literacy instruction in school or at home. Mentions to websites or online repositories were also considered technological mentions.
