Promoting early achievement in low-income preschoolers in the United States with educational apps

Abstract

The present study examined the potential of educational apps for mobile devices as a home-based learning tool to promote preliteracy and emergent math development among preschool-aged children. A randomized controlled trial was conducted with 22 preschoolers from low-income families and their primary caregivers. Children demonstrated substantively significant gains in preliteracy and emergent math skills after 3 months of educational app use at home, compared with a control group who used wholesome entertainment apps over the same period. Parent-rated academic interest also significantly increased for the experimental group compared to the control group. The educational apps were well-received and used as directed. Apps were most often used with a parent or sibling. Given the prevalence of mobile devices–even in the lowest income communities–and the low cost of apps, educational apps may be a promising avenue of intervention to address early achievement gaps.