When it comes to teaching preschoolers their ABCs, sticking with the basics might just be more effective. Despite the rise of digital tools and educational games, learning to read still begins with simple, hands-on work, such as writing letters and spotting words in everyday life.

New findings from Michigan State University researchers suggest that some popular approaches for learning may not be as practical as parents think. Preschoolers who played more literacy games scored lower on reading assessments, while those engaged in print-focused activities saw the most significant gains.

The study, published in the Journal of Research in Reading, was led by professors Lori Skibbe and Ryan Bowles in the Department of Human Development and Family Studies at the College of Social Science, as well as Nick Waters, a former postdoctoral researcher. Funding was supported by the U.S. Department of Education and the National Institutes of Health.