Educational psychology approaches to digital phonics for early literacy in indigenous preschool populations: A narrative review

Abstract

This narrative review summarises education psychology principles that inform digital phonics interventions for early literacy of Indigenous preschool children, focusing on theoretical basis, effectiveness and issues related to culture. There are strong lifelong educational and life outcomes associated with early literacy, however Indigenous preschool children remain at risk of poor literacy outcomes. Digital phonics intervention has become an increasingly scalable approach to teaching letter–sound correspondences and early decoding skills. While Indigenous-focussed literacy initiatives of this kind are on the rise, there are still questions that remain about their cultural relevance and appropriateness to our ways of learning and sustaining achievements in reading across different contexts. A narrative review method was applied to critically analyse peer reviewed empirical, theoretical and conceptual literature that was identified in the major education and psychology databases as well as additional reference searches. Thematic synthesis of links were made across educational psychology theory, intervention design, cultural relevance and implementation considerations. Digital phonics interventions based on principles from education psychology such as phonological awareness, scaffolding and motivation can be used to encourage the development of early literacy skills. However, findings are mixed and predominantly cross-sectional, with limited culturally responsive design, integration of Indigenous languages and epistemologies, and longitudinal evaluation. There is on‑going tension between standardised phonics programs and culturally situated, strengths-based ones. The paper emphasizes that digital phonics interventions are more successful when bounded in culturally responsive, community-based and whole of early years/foundations literacy frameworks. Longitudinal mixed methods research led by Indigenous people is needed to ensure that literacy outcomes are both equitable and sustainable.