Introduction
Reading Eggs is a subscription-based platform accessible via app or browser to assist children with developing their reading skills. It offers a self-paced learning environment where children engage in one-to-one learning experiences (Blake eLearning, n.d.) However, it contains far too many features to describe all of them in detail so this overview is by no means exhaustive. Within the Reading Eggs platform you gain access to three areas: Reading Eggs, Reading Eggspress and Fast Phonics (screenshots below). For the purpose of this review Fast Phonics and Reading Eggs will not be discussed in detail as it is primarily short videos to assist with the teaching of phonics and focuses on early reading skills and strategies, respectively. Reading Eggspress is designed to improve comprehension and other skills. Students are provided with access to a range of resources, such as games, puzzles, eBooks, lessons and assessments to gauge progress. Readers move along a path, completing levels and, as they are completed, the texts you interact with become more challenging. The remainder of this review will be based on the content available within the Reading Eggspress section of the platform.
This piece of digital literature has been reviewed against 4 main criteria that identify and evaluate its digital features, intended audience and literary value. The criteria are based on the work of Yokota and Teale (2014) and McGeehan, et. al. (2018). For more information about the criteria, and why I have decided to use them, read my post, Evaluating Digital Literature.
Beyond Print
The texts that students encounter in the library (screenshot below) are best described as eBooks and beyond the option of narration, there are not many significant digital features built in. However, the reader does have the option of leaving reviews that other users can see and are required to complete a short quiz to demonstrate comprehension. The reader also engages with learning tasks and activities, all designed to further develop reading and comprehension skills, and this earns them eggs. These eggs can then be used as currency to play games within the arcade (screenshot below), all of which have a literacy focus. You can also shop in the Mall area to purchase items for you digital home, avatar, etc. The mall is purely a game component of the platform. Additional features include illustrations in the background of the ‘path’ that are interactive and move when clicked, including sound effects (screenshot below). There are also significant resources for teachers provided, as well as the ability to collect and see data on student progress and understanding.
Value of Digital Features
Based on my experiences with students using Reading Eggspress, the digital features are definitely engaging but the real question here is, do they add value? There are proponents on both sides of whether digital features bring something extra to the table or are merely bells and whistles that distract from the story (Flood, 2012; Lamb, 2011; Old Mate Media, n.d.). There are definitely some bells and whistles within the program and I have seen children distracted by them; spending far too long deciding what pants their avatar should wear or what pet they are going to buy with their hard-earned eggs. Conversely, I have also witnessed students who have increased motivation to earn eggs so that they could go into the mall to buy items. This seems to identify that what are bells and whistles for one reader, may not be for another. If these features draw children into an app or program that is designed to improve their reading skills, then I think they are worthwhile. Other aspects, such as the option for narration is fantastic, given the purpose is to improve comprehension. As mentioned, the teacher area provides insights into how students are progressing and provides resources that can be used to further support learning.
Audience
Reading Eggspress is designed for students aged 7-13 years. It is certainly suitable for this age group and once students complete the pre-assessments, it is definitely pitched at their reading and comprehension level. I have seen that 11-12 year old’s seem less enthusiastic about engaging with the platform. This could be because they used it in younger years and are tiring of it or feel they are too old for it. The graphics and interactivity do seem to target the younger end of the suggested reading age.
Literary Value
What and who determines literary value will no doubt continue to be discussed for many more years. A quick google search will turn up plenty of authors keen to share their thoughts so I wont debate it here. This program has withstood the test of time as a literacy tool, having been launched in 2008 and is in use in 169 countries (Blake eLearning, n.d.). Schools continue to pay subscription fees year on year and utilise the resources. Given that its very purpose is to teach children how to improve their reading, and engage with literature in the first place, it must have literary value.
Screen Shots
Reading Eggs landing page
Reading Eggspress landing page
Fast Phonics landing page.
Digital Libary where students choose their eBooks
Arcade where students can spend their eggs playing literature-based games
Path students traverse in Reading Eggspress. Each of the illustrations are interactive.
Screenshot attribution: All image copyright resides with the original creators, Blake eLearning.
References
Curtis, J. (2022, August 12). Evaluating Digital Literature. The Rabbit Hole. https://thinkspace.csu.edu.au/therabbithole/2022/08/12/evaluating-digital-literature/
Flood, A. (2012, June 8). Enhanced ebooks are bad for children finds American study. The Guardian. https://www.theguardian.com/books/2012/jun/07/enhanced-ebooks-bad-for-children
Hoffelder, N. (2011, April 10). Enhanced ebooks are dead – Evan Schnittman was mostly right. The Digital Reader. https://the-digital-reader.com/2011/04/10/enhanced-ebooks-are-dead-evan-schnittman-was-half-right/
Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17.
McGeehan, C., Chambers, S., & Nowakowski, J. (2018). Just because it’s digital, doesn’t mean it’s good: Evaluating digital picture books. Journal of Digital Learning in Teacher Education, 34(2), 58-70. https://doi.org/10.1080/21532974.2017.1399488
Old Mate Media. (n.d.). 16 ways children’s ebooks are better than printed books. https://oldmatemedia.com/guides/ebooks-vs-printed-books/
Blake eLearning. (n.d.) About Reading Eggs. https://readingeggs.com.au/info/about_readingeggs/
Yokota, J., & Teale, H. (2014). Picture books and the digital world: Educators making informed choices. The Reading Teacher, 67(8), 577-585. https://doi.org/10.1002/trtr.1262.