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Digital Play for Early Literacy: Advancing Alphabet Recognition

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  • Elsie Avenido
  • Lilibeth Pinili
  • Kaitlin Marie Opingo
  • Helen Revalde

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.

Suggested Citation

  • Elsie Avenido & Lilibeth Pinili & Kaitlin Marie Opingo & Helen Revalde, 2025. "Digital Play for Early Literacy: Advancing Alphabet Recognition," Research in Social Sciences, Academia Publishing Group, vol. 8(5), pages 27-34.
    • Handle: RePEc:ajo:reissc:v:8:y:2025:i:5:p:27-34:id:479
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