Subsequently, I put all her completed drawings together using PowerPoint because it is an easy and accessible software where users can create and design their slides without much difficulties and it is suitable for new learners (Boundless, n.d). The child was very excited as it was her first time seeing a story in a digital form, moreover, she was involved in creating it. PowerPoint has the function where the child can easily choose the animation/effect that allowed her to portray her story better. For example, the child chose the curtain opening effect to display the starting of her story. The software effects that are used in a digital story enable children to link their story effectively and demonstrate understanding of their own story where children get to improve their reading comprehension (Vogel, 2007). Through the attractive and interactive way of presenting the story telling using the effects, I believe it will support the child’s literacy learning through the linking of words to image as according to Bruner, children from the age 1-6 years in his second mode of representation, iconic, the information that children had learned is stored in the form of images (McLeod, 2008). I also chose to use voice recorder to record the child’s voice because “writing with real voice has the power to make you pay attention and understand” (Elbow, 1981:299 cited in Nilsson, 2010). Voice recording had allow the child to express things she cannot write in words (Nilsson, 2010), therefore the child felt no barrier to explore her own vocabulary and I can see this when she said words that she did not write in her story. The child wanted to put music alongside with her voice and I agreed as it will display her emotions and expressions when she was creating the story. After completing the editing, I played the slides and praised her for her great work as treating her story interesting and reread it again can show the child that her effort was worth it.