Abstract
Mobile phones are relatively inexpensive computing devices commonly found in many low and high income households in the United States as well as communities in developing nations. Researchers have begun to explore the use of mobile phones as a means to improve literacy learning, particularly in underserved communities. This article synthesizes current research examining the ways in which mobile phone use influences children's literacy learning in home- and school-based environments. In particular, the article examines how children's levels of literacy proficiency and familiarity with mobile phones impacts their interactions with the technology. The article concludes by offering suggestions for future literacy research.
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