# Using Tablets to Teach Basic Literacy Skills to Kindergarten Students: A Case Study
## 2 Background
### Tablets, Very Young Students, and Literacy Skills with a Focus on Letter Name/Sound Identification  
Information and communication technologies (ICTs) have been widely used in kindergarten education in the context of fostering literacy skills. For instance, online testing platforms have been used to assess phonological awareness, including both syllable and phoneme recognition [27]. Game-like software applications have proven particularly beneficial in improving phonological awareness and letter-sound knowledge, especially in the case of socioeconomically disadvantaged students [28]. Moreover, Android-based applications utilizing AR have successfully facilitated letter identification skills. The interactive nature of AR technology enhances engagement and learning outcomes, although low-spec devices may encounter technical challenges [29]. Automated speech recognition systems have been employed to train phonological awareness, achieving heightened accuracy in discerning children's speech patterns [30]. Furthermore, technological interventions utilizing educational robots have effectively promoted letter-naming and phoneme detection skills, particularly benefiting children at risk of learning disorders [31]. These tools underscore the critical role of integrating technology into educational practices to enhance phonological skills. In recent years, a novel educational approach that integrates technology has captured the interest of researchers and educators alike, that of mobile learning. This approach leverages mobile devices such as smartphones, tablets, and other portable technologies to facilitate learning across various contexts. These devices allow for learning to occur anytimeand anywhere, providing flexibility and accessibility that traditional learning environments may lack. Mobile learning supports both formal and informal educational experiences, enabling personalized and self-directed learning paths [32]. In fact, the use of tablets has been associated not only with better learning outcomes but also with higher levels of motivation and enjoyment in learning activities. This is particularly evident in the context of natural sciences, where students using tablets reported greater enjoyment compared to those using conventional methods [12]. The interactive and tactile nature of tablets makes learning more engaging for young children, fostering active participation in educational activities [33]. The use of tablets in creative activities, such as storytelling, drawing, and music creation, has been shown to enhance young children's creativity [34]. Studies have reported positive effects of tablet use on problem-solving skills and self-efficacy among young learners, suggesting that these devices can support cognitive development in early childhood [33]. Various studies have investigated the application of tablets for supporting emergent literacy development such as letter identification, phonological awareness, and writing among kindergarten students, underscoring both the advantages and challenges of incorporating this technology into early education [35]. In terms of learning outcomes, the results were mostly positive. The effectiveness of these tools was often mediated by the type of multisensory experiences and adult scaffolding provided. For example, some studies found that tablet-assisted literacy instruction can be as effective as conventional methods, especially when guided by teachers [36]. In another study involving preschool children, a trend was observed where exclusive tablet users showed enhanced phonological awareness, although these improvements were not statistically significant when caregiver characteristics were considered [37]. The use of iPads in literacy instruction has been associated with gains in phonemic awareness and alphabetic principles, although the impact varied based on demographic and instructional variables [38].