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Language- and Literacy-Focused Apps for Young Children: A Market Scan and Content Analysis

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Abstract:

Developing language and literacy skills is a primary task of early childhood, and many US parents report downloading language/literacy-focused apps for their young children’s use (Rideout, 2014). This study examines the nature of apps that parents likely encounter when they search for such products. The sample consists of the most popular educational apps during Spring 2014 that claimed to teach language/literacy and targeted children birth to eight (n= 125), as well as language/literacy apps that were highly-rated by experts (i.e., Common Sense Media; Children’s Technology Review; n = 55). App descriptions were coded for aspects such as price, skills targeted, teaching strategies, target age, and child development/education experts on the development team. Content coding included features such as interactivity and contingency of touch, parent- and child-directed feedback, and co-use mechanics. Results highlight the range of features in these apps as well as inter-relationships between these features.
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Association:
Name: International Communication Association 65th Annual Conference
URL:
http://www.icahdq.org


Citation:
URL: http://citation.allacademic.com/meta/p983295_index.html
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MLA Citation:

Vaala, Sarah., Ly, Anna., Nong, Alan., Sajwani, Sadaf. and Swirbul, Mackenzie. "Language- and Literacy-Focused Apps for Young Children: A Market Scan and Content Analysis" Paper presented at the annual meeting of the International Communication Association 65th Annual Conference, Caribe Hilton, San Juan, Puerto Rico, <Not Available>. 2018-02-13 <http://citation.allacademic.com/meta/p983295_index.html>

APA Citation:

Vaala, S. E., Ly, A. , Nong, A. , Sajwani, S. and Swirbul, M. S. "Language- and Literacy-Focused Apps for Young Children: A Market Scan and Content Analysis" Paper presented at the annual meeting of the International Communication Association 65th Annual Conference, Caribe Hilton, San Juan, Puerto Rico <Not Available>. 2018-02-13 from http://citation.allacademic.com/meta/p983295_index.html

Publication Type: Session Paper
Abstract: Developing language and literacy skills is a primary task of early childhood, and many US parents report downloading language/literacy-focused apps for their young children’s use (Rideout, 2014). This study examines the nature of apps that parents likely encounter when they search for such products. The sample consists of the most popular educational apps during Spring 2014 that claimed to teach language/literacy and targeted children birth to eight (n= 125), as well as language/literacy apps that were highly-rated by experts (i.e., Common Sense Media; Children’s Technology Review; n = 55). App descriptions were coded for aspects such as price, skills targeted, teaching strategies, target age, and child development/education experts on the development team. Content coding included features such as interactivity and contingency of touch, parent- and child-directed feedback, and co-use mechanics. Results highlight the range of features in these apps as well as inter-relationships between these features.


 
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