Digital tools have become more common in school teaching, and their role in students' early reading and writing development has been widely discussed in research. In the early years of school, students use both digital and traditional ways of writing. This raises questions about how different approaches affect the writing process and what opportunities and challenges they create in teaching. The aim of this study is to review and analyze research that explores how reading and writing are described in relation to the use of digital and traditional tools in early years of compulsory school.

The study focuses on how the writing process is described, which aspects of writing are highlighted, and what opportunities and challenges are identified in the research. The study is a systematic literature review in which previous research was analyzed using coding. By identifying recurring patterns and themes, the results were organized into broader analytical categories. The findings show that digital tools are often described as supporting students' motivation, participation, and opportunities to express themselves in different ways. Traditional tools, such as handwriting, are linked to writing speed, focus, and deeper thinking. At the same time, the results show that neither digital nor traditional tools alone determine students' writing development. Instead, the teachers didactic choices and how the tools are used in teaching are key factors.

The study therefore shows that digital and traditional tools should be seen as complementary resources in reading and writing instruction. By bringing together and discussing previous research, the study contributes knowledge about how writing instruction in the early school years can be planned in a balanced and thoughtful way, in line with the goals of Lgr 22( Skolverket, 2022) and the Education Act (2010:800).