iPad Intervention with At-Risk Preschoolers: Mobile Technology in the Classroom Mary

Mary Brown, Mary T Harmon

Research output: Contribution to journalArticlepeer-review


This study investigated the efficacy of iPad applications to enhance key academic skills areas in Head Start children. Twenty four-year-old Head Start children, selected from a larger study, were pre-and post-tested on upper and lower case alphabet knowledge, matching, and number concepts using criterion referenced measures. Children were randomly assigned to an intervention condition or comparison condition. Children in the intervention condition received one hour of weekly instruction using iPad applications chosen specifically for their focus on alphabet knowledge, matching or number concepts. Children in the comparison condition also interacted with iPad applications one hour per week using applications that did not target the identified academic areas. Children were post-tested following the ten-week study. Gain scores reveal strong effects on multiple variables. The research question was: 1. Do iPad applications, specifically chosen for their alphabet knowledge, matching and number concepts, enhance these specific skill areas in Head Start children?
Original languageEnglish
Pages (from-to)56-78
JournalJournal of Literacy and Technology
StatePublished - Oct 2013


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