# 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
A systematic review of the literature indicated that mobile applications generally have positive effects on literacy development, though the design features of applications and the role of adults are crucial factors [33]. Yet, it can be supported that the literature in this field is, somehow, limited. Indeed, in a recent systematic review of the literature [39], the authors examined 668 studies involving children aged 4-12 in mainstream primary and kindergarten education settings. These studies focused on the use of mobile devices, to enhance literacy or numeracy learning. Out of the total, only 18 studies met the criteria for inclusion. The findings revealed a positive, statistically significant combined effect, indicating that children participating in math or literacy interventions using mobile devices achieved better numeracy or literacy outcomes compared to those using alternative devices (e.g., laptops or desktop computers) or engaging in conventional classroom activities without such devices. Yet, the authors suggested that these results should be approached with caution due to the risk of bias assessments. The review highlighted the necessity for more rigorous research to determine what works best, under what circumstances, and for which groups, regarding the use of mobile devices to support learning. In another recent literature review addressing the integration of tablets in phonological awareness and phonics instruction [36], the researchers identified just 14 studies conducted between 2010 and 2022 that met their inclusion criteria. They concluded that tablet-assisted instruction can be as effective as traditional methods, offering students a distinct learning advantage under the guidance of educators. Furthermore, the study highlighted several innovative and inclusive features that tablet-assisted learning can offer young children, including self-paced learning, game-based experiences, and one-on-one instruction. Despite these promising findings, the authors noted that the application of tablet-assisted phonological awareness and phonics instruction remains in its early stages, while the current evidence is limited in demonstrating how tablets can be fully integrated into the curriculum for phonological awareness and phonics. Therefore, they also suggested that further empirical research and insights into educators' experiences are essential to fully understand the educational potential of these technologies in phonological awareness and phonics instruction. In the context of letter name/sound recognition and phonological awareness, educational applications and tablets have been effective in engaging very young students and motivating them to practice these skills [40]. Other studies focusing on preschoolers involved in similar activities, demonstrated that tablets' tactile interface also facilitated collaboration among students [40] and interactive learning, enhancing emergent literacy skills [35]. Similar were the results of another study on iPad integration in kindergarten, which highlighted the importance of creation-based tasks, to engage students in digital literacy practices and foster agency and collaboration [41]. In addition, the tactile feedback from tablets can make writing exercises more engaging for young learners, potentially leading to increased motivation and practice [34]. Self-directed learning enhanced with game elements and customized applications significantly boosted learning outcomes [36]. It was also found that preschoolers who frequently used tablets at home for writing demonstrated a superior understanding of letter names and sounds compared to their peers who used tablets less often [42]. Tablets, with their multimodal features, offer children an alternative method to acquire skills and knowledge by engaging with interactive activities and receiving visual and audio feedback from applications [43]. Their interactive nature allowed children to engage with letters and sounds in a multisensory manner, which can facilitate learning and knowledge retention [35].