Karin Gifvas: Why early reading and interactive stories stimulate children's language development
Language is the key to understanding the world, expressing thoughts and building relationships. But how does it best develop? Research shows that children who are exposed to books, pictures and stories at an early age not only gain a larger vocabulary but also a deeper understanding of the structure of language (Snow, 1991)
With interactive reading, learning becomes even more effective – and this is where Readioo comes into the picture.
Interactivity strengthens language development
Children learn best by being active and exploring on their own. With Readioo, every reading experience becomes engaging and interactive. Instead of just listening to a story, children can nibble, discover words at their own pace, and explore how text and images interact.
Readioo's reading pen brings traditional books to life and makes them talk. By simply tapping the reading pen against images and text, children can explore pre-recorded sentences, sounds and music directly from the book's pages. This is an interactive and playful solution that inspires reading and contributes to language development.
Research shows that interactive books have a positive effect on children's vocabulary and language comprehension. In addition, research has shown that digital tools can support children's language development by creating curiosity and promoting collaboration and communication. Olsson (2015) highlights how digital tools can stimulate children's interest and interaction, which contributes positively to their language development.
Linda Wennerström (co-founder and COO at Readioo), Karin Gifvas (investor and advisor to Readioo), Inga Li (founder and CEO at Readioo).
Images as a bridge to language
Images play a crucial role in language development. They help children understand the meaning of words, create context and develop their vocabulary. Readioo uses images in a thoughtful way to stimulate language – children can tap on details, get descriptions and hear the words pronounced, making learning both visual and auditory.
Research by E. Ortlieb and E. H. Cheek (2013) shows that images act as a linguistic bridge, especially for young children or those learning a second language. By linking words to images, language becomes more concrete and accessible, making it easier to understand new concepts.
Reading on the child's terms
With Readioo, reading becomes an independent and exploratory process. The child can choose the pace, explore new words and get support when needed. This creates motivation and a desire to read more, which in turn strengthens language development.
Studies show that reading with adapted support features is particularly effective for children with reading difficulties or those learning a new language (Bus, Takacs & Kegel, 2015). When the child is given the opportunity to control their reading experience and use interactive features, both vocabulary and comprehension are strengthened.
Readioo as an educational tool
Language development doesn't just happen through reading and listening – it's strengthened when children experience, interact with, and use language in multiple ways . Research in multisensory learning has shown that when multiple senses are activated simultaneously during the learning process, this can lead to improved memory and comprehension.
According to Shams and Seitz (2008), multisensory stimulation activates more learning mechanisms in the brain than when only one sense is stimulated. This means that when children combine language with movement and play, learning is deeper and words are more easily retained. This method has been shown to be particularly effective for students at risk of reading difficulties.
With Readioo's books, educators can easily integrate playful elements into reading. Here are two examples of how language learning can be both active and engaging:
- Dab, imitate, retrieve – The child dabs on a letter on the ABC poster and imitates the sound and finds an object or picture card that starts with the same sound.
- Draw and Create – After reading a story, the child can draw their own version, building on the story or illustrating a word they have learned.
Language develops through experiences, and with Readioo, reading becomes just that – an interactive and playful journey where words come to life!
Karin Gifvas is a preschool, primary school and special education teacher with deep expertise in reading, language and writing development. With extensive experience working with digital services and products, she has a strong focus on creating accessible and inspiring learning environments. Through her work, she strives to give all children the best conditions to develop a rich language, a strong desire to read and a curiosity for learning.
References
Bus, AG, Takacs, ZK and Kegel, CAT (2015 ). Affordances and limitations of electronic storybooks for young children's emergent literacy. Developmental Review , 35, p. 79–97.
Mol, SE and Bus, AG (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin , 137(2), pp.267–296. doi:10.1037/a0021890.
Olsson, E. (2015). Learning tablet and the language. Elanders Sweden: Askunge Thorsén förlag AB
Ortlieb, E. & Cheek, EH (2013). Best Practices in Teaching Digital Literacies . Literacy Research, Practice and Evaluation. ISBN 978-1787544345.
Shams, L., & Seitz, AR (2008). Benefits of multisensory learning. Trends in Cognitive Sciences , 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006
Snow, CE (1991). The theoretical basis for relationships between language and literacy in development. Journal of Research in Childhood Education , 6(1), pp.5–10. doi:10.1080/02568549109594817.
