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Ghodsi, َAhmad, Taheri, Mahdi, Foroughi, Yaser. (1405). Evaluating Touchscreen Applications for Emergent Reading Skills Development: Evidence from a Systematic Review and Meta-Analysis. نشریه علمی دانشگاه سیستان و بلوچستان, 2(2), 9-25. doi: 10.22111/ijaer.2026.55553.1044
َAhmad Ghodsi; Mahdi Taheri; Yaser Foroughi. "Evaluating Touchscreen Applications for Emergent Reading Skills Development: Evidence from a Systematic Review and Meta-Analysis". نشریه علمی دانشگاه سیستان و بلوچستان, 2, 2, 1405, 9-25. doi: 10.22111/ijaer.2026.55553.1044
Ghodsi, َAhmad, Taheri, Mahdi, Foroughi, Yaser. (1405). 'Evaluating Touchscreen Applications for Emergent Reading Skills Development: Evidence from a Systematic Review and Meta-Analysis', نشریه علمی دانشگاه سیستان و بلوچستان, 2(2), pp. 9-25. doi: 10.22111/ijaer.2026.55553.1044
Ghodsi, َAhmad, Taheri, Mahdi, Foroughi, Yaser. Evaluating Touchscreen Applications for Emergent Reading Skills Development: Evidence from a Systematic Review and Meta-Analysis. نشریه علمی دانشگاه سیستان و بلوچستان, 1405; 2(2): 9-25. doi: 10.22111/ijaer.2026.55553.1044

Evaluating Touchscreen Applications for Emergent Reading Skills Development: Evidence from a Systematic Review and Meta-Analysis

Iranian Journal of Applied Educational Research
دوره 2، شماره 2، شهریور 2026، صفحه 9-25    اصل مقاله (697.55 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22111/ijaer.2026.55553.1044
نویسندگان
َAhmad Ghodsi1؛ Mahdi Taheri* 2؛ Yaser Foroughi3
11. Department of Educational Sciences,Faculty of Farhangian University, Tehran, Iran
2Iran, Tehran, Shahrek Gharb,
3Department of Educational Sciences, Farhangian University, Tehran, Iran
چکیده
Touchscreen-based applications are increasingly used in early childhood classrooms to support early literacy development; however, empirical findings regarding their effectiveness remain mixed. This study presents a systematic review and meta-analysis examining the impact of touchscreen applications on emergent literacy outcomes among young children. Following PRISMA guidelines, a comprehensive search of Scopus, Web of Science, and ProQuest identified 24 independent studies published between 2009 and 2024, from which 41 effect sizes were extracted. Included studies involved children aged 2 to 5 years and compared touchscreen-based literacy interventions with traditional or non-digital instructional approaches. A random-effects meta-analysis revealed a moderate positive effect of touchscreen applications on emergent reading outcomes Hedges’ g = 0.505, 95% CI [0.363, 0.647] Moderator analyses indicated that intervention effectiveness varied by type of application, child age, and instructional setting, with stronger effects observed when touchscreen activities were accompanied by adult guidance. Assessment of publication bias suggested that the overall findings were robust. These results suggest that touchscreen applications can meaningfully support emergent reading development when thoughtfully integrated into early childhood educational contexts. Implications for classroom practice, app design, and teacher scaffolding are discussed.
کلیدواژه‌ها
Early learning؛ Emergent reading؛ Touchscreen apps؛ Meta-analysis؛ Emergent literacy
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تعداد مشاهده مقاله: 4
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