Introduction Nowadays, the question is not if a child will be computer literate, it is when to begin considering advanced computer technology for youngsters (McManis, 2012). Some researchers think that young children, who become technologically-savvy too early are better equipped for school, whilst others scholars claim that too much technology is excessive at early age (McManis, 2012). Nevertheless, the digital gadgets are among the six major international technologies, which have a substantial influence on language and literacy practices (McManis, 2012). Moreover, they are poised to become dominating in the predictable future (McManis, 2012). Consistent with the InformaTelecoms & Media, the amount of all digital gadgets created yearly is more than 1.2 billion (McManis, 2012). Tablets are leading among the type of mobile technology driving this enormous development. The tablet sphere is expected to raise from less than 20 million units in 2010 to more than 230 million in 2015, with approximately 90 million Android gadgets following 90 million iPads (McManis, 2012). This paper is meant to analyze the negative and positive effects of tablets on language and literacy practices. In spite of the fact that tablets allow people not to worry about their mistakes, weaken the analysis of the reading and worsen literacy abilities due to reading text with the help of a screen, technology experiences are tied with better listening and understanding, letter acknowledgment, phonemic knowledge, vocabulary and language acquisition. Negative Effects of Tablets on Language and Literacy Practices History has demonstrated that technology and literacy generally evolve together (McManis, 2012). With certain advances, for instance, the printing press the accessibility of literature improved as numerous copies of literary works could be simply made and spread. Nevertheless, one thing did not change with the course of time. The process of correcting mistakes has not become easier. The author had to either eliminate an error or start writing the page again. Word processors in computers and in tablets eradicated the need for that, enabling the users to fix mistakes very quickly. In spite of the fact that it may be really convenient, simple and fast correction also presupposes that people may not be as careful relating to what they write. Consistent with the researcher Lilla Dale McManis (2012), it can cause poorer writing, as less thought can be put into the initial concept and the corrections, which were made. The Web has also allowed new types of literary presentation to rise. For instance, sites do not constantly embrace simple written text. Popular moving pictures and sound effects may be added for better perception, developing a completely new way to express thoughts in writing. One more influence on literacy is the wealth of content (McManis, 2012). In spite of the fact that this enables apparently endless spread of data, the huge part of material can weaken the reader’s tuition. If a person is being “attacked” by a large amount of facts, he cannot concentrate on one issue and offer the assignment the same depth of analysis as he would offer a journal or a book (McManis, 2012). Whilst humans read more varied things, they rarely analyze them, therefore, valuing the qu