Term
Summer 2026
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Suzanne Gikas
Content Expert
Anne Ittner
Abstract
Early literacy instruction provides an essential foundation for children’s long-term academic development, while the increasing presence of digital technology has changed how young students encounter and interact with text. This capstone examines how early literacy instruction supported by digital tools compares to traditional print-based instruction in supporting foundational reading development in elementary classrooms. The project was informed by research on early literacy development, evidence-based literacy instruction, digital literacy, traditional print-based instruction, technology integration, and equity and access. The research process also included qualitative observations and conversations with educators during a study abroad experience in Aberystwyth, Wales, which were compared with experiences from student teaching in Minnesota. Findings indicated that digital tools can support foundational literacy development when they are intentionally selected and integrated with high-quality instruction, but they are most effective as a supplement rather than a replacement for teacher-led literacy instruction. Print-materials, handwriting, teacher-modeling, responsive instruction, and student interaction remained important components of foundational literacy learning. The culminating project is an educator-focused blog and professional learning resource hub designed to translate research into practical resources for elementary educators. The blog includes research summaries, evidence-based recommendations for balancing digital and print-based literacy practices, classroom applications and lesson ideas, digital tool evaluation criteria, professional reflection resources, and recommendations for equitable and developmentally appropriate technology integration. The project emphasizes that effective literacy instruction is not determined by the instructional medium alone, but the purpose, quality, and intentionality of its use.
Project Type
Website Creation
Keywords
Curriculum, Literacy, Reading, Technology
Recommended Citation
Pliego-Java, Carla, "Read. Click. Grow: Comparing Digital and Traditional Print-Based Approaches to Support Foundational Reading Development in Elementary Classrooms" (2026). School of Education and Leadership Student Capstone Projects. 1199.
https://digitalcommons.hamline.edu/hse_cp/1199
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects