Screen Time at Home and Literacy Outcomes of Young Children
Date of Award
Master of Education (MEd)
The purpose of this quantitative study was to explore children’s screen time usage at home and their literacy outcomes in the pre-K classroom. This study focused on twenty-one children and their families. Children were assessed using the Phonological Awareness and Literacy Screening (PALS), and their families completed a Home Screen Time Survey. The researcher explored how levels of screen time at home connected to children’s scores on name writing, uppercase and lowercase alphabet identification, letter sound identification, beginning sound awareness, print and word awareness, rhyme awareness, and nursery rhyme awareness tasks. Differences between passive versus interactive screen time were also examined. Results of the study suggested that children with low amounts of screen time at home had a higher average score on name writing, uppercase and lowercase alphabet identification, and on letter sound identification.
Lee, Marjorie, "Screen Time at Home and Literacy Outcomes of Young Children" (2019). M.S.Ed. in Early Childhood Research Projects. 40.