Seeding Reading

Today’s children are surrounded by digital media of all kinds. How will they ever learn to read?

Seeding ReadingThat question is at the heart of Seeding Reading: Investing in Children’s Literacy in a Digital Age, a  series of articles and analysis by New America’s Education Policy Program and the Joan Ganz Cooney Center. This series of blog posts explored early education and parenting initiatives that are harnessing new technologies; scrutinizing the marketplace of digital “reading” products; and highlighting new research that may illuminate how communications technologies and digital media are affecting the learning of reading, the act of reading, and the reading brain, in both good ways and bad.

The Seeding Reading series zoomed in on the years when children are babies, toddlers, preschoolers and elementary school students. In those formative years for learning language and literacy skills, the digital age brings a paradox: Good reading skills are more important than ever for success in life, and yet children and their families are increasingly surrounded by new tools and digital distractions that affect the act of reading and communication.  The Common Sense Media report, for example, showed a dip between 2006 and 2013 in the amount of time parents spent reading to their children.

The Seeding Reading project is conducted in partnership with the Campaign for Grade-Level Reading and was made possible by a grant from the Pritzker Children’s Initiative.


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