📄 Abstract
This study examined the relationship between technology device usage and early literacy development among kindergarten learners in Dingalan, Aurora, addressing the need to understand how digital exposure influences foundational literacy skills in early childhood education. The study specifically determined the Extent of technology device usage in terms of type of device, frequency of use, duration of screen time, type of digital content accessed, and level of parental supervision, as well as the level of early literacy development in terms of letter recognition, phonological Awareness, vocabulary development, and listening comprehension. A descriptive-correlational research design was employed, involving parent-respondents whose data were collected through validated survey questionnaires and analyzed using descriptive statistics and Spearman's rho. Findings revealed that technology device usage among kindergarten learners was generally at an "often" level, while early literacy development was moderately developed overall, with letter recognition as the strongest domain. However, results showed a weak positive but statistically nonsignificant relationship between technology device usage and early literacy development. Based on the findings, a Guided Technology-Integrated Early Literacy Enhancement Framework was developed to support parents and teachers in optimizing digital learning for young learners. The study highlights the importance of guided and supervised technology use in early literacy development.
🏷️ Keywords
📚 How to Cite:
Jessica L. Mariano, Melinda F. Marquez, PhD, PDP-TQM , THE RELATIONSHIP BETWEEN TECHNOLOGY DEVICE USAGE AND EARLY LITERACY DEVELOPMENT OF KINDERGARTEN LEARNERS IN DINGALAN AURORA , Volume 12 , Issue 8, August 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 758 - 764 ,