Abstract
The presence of mobile technologies within preschool and elementary classrooms has been increasing, yet review studies which measure the effectiveness of mobile technologies to support children’s literacy achievement remains scarce. The purpose of this study is to conduct a systematic review to examine the influence of mobile technologies on pre-kindergarten—5th grade students’ literacy achievement between 2007 and 2019. Findings are reported according to study characteristics, followed by the patterns and trends related to achievement within and across literacy domains (phonics, phonemic awareness, fluency, vocabulary, comprehension, writing). We provide mobile device and app use strategies for teachers, while mapping clear research pathways for educational researchers and digital designers, with the ultimate goal of advancing the use of mobile technology to improve children’s literacy achievement.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
