Digital Play for Early Literacy: Advancing Alphabet Recognition

Authors

  • Elsie Avenido Alejandro P. Gurrea Elementary School, Philippines.
  • Lilibeth Pinili Cebu Technological University, Philippines.
  • Kaitlin Marie Opingo Cebu Technological University, Philippines.
  • Helen Revalde Cebu Technological University, Philippines.

DOI:

https://doi.org/10.53935/2641-5305.v8i5.479

Keywords:

Alphabet knowledge, early literacy, preschool education, quasi-experimental design, technology-based games, traditional instruction.

Abstract

This study examined the effectiveness of traditional teaching methods and technology-based games in improving preschoolers’ alphabet knowledge, focusing on uppercase recognition, lowercase recognition, and producing letter sounds. A quasi-experimental design was used with 60 preschool learners from Alejandro P. Gurrea Elementary School during the school year 2025–2026, divided into a control group receiving traditional instruction and an experimental group using interactive educational apps. Pretests and posttests measured learners’ performance levels using an adapted digital assessment tool. Results showed significant improvements in both groups across all areas of alphabet knowledge. The control group demonstrated larger mean gains; however, the difference between the two groups’ progress was not statistically significant. These findings indicate that technology-based games can be as effective as structured, teacher-led methods in developing early literacy skills. The study highlights the potential of blending traditional instruction with digital tools to create engaging and effective early literacy programs. The results provide practical insights for educators and policymakers seeking to enhance preschool alphabet instruction and foster strong foundations for reading and writing development.

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Published

2025-08-06

How to Cite

Avenido, E., Pinili, L., Opingo, K. M., & Revalde, H. (2025). Digital Play for Early Literacy: Advancing Alphabet Recognition. Research in Social Sciences, 8(5), 27–34. https://doi.org/10.53935/2641-5305.v8i5.479

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