Abstract

Artificial intelligence tools are entering K–12 literacy classrooms at an unprecedented rate, yet most have not undergone independent validation. This brief examines how educators can evaluate AI tools through the lens of cognitive science and instructional design. Drawing on the Expanded Instructional Hierarchy (Odegard & Gierka, 2025), we present a framework that links learning phases to the memory systems and cognitive processes that underlie literacy development.

Keywords

artificial intelligence, literacy, instructional hierarchy, cognitive science

Date of this Version

3-2026

DOI

10.5703/1288284318566

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