An analysis of 36 studies of educational apps for preschool to grade 3 found a positive average effect on achievement, and says the average hides large differences from app to app. The authors say there is surprisingly little cause-and-effect evidence on whether educational apps work.
A meta-analysis of 36 studies of educational apps for preschool to grade 3 found a positive average effect on achievement, about the same in math and in literacy.
In the source’s own words“results from rigorous experimental and quasi-experimental studies yielded a mean weighted effect size of +0.31 standard deviations on overall achievement and comparable effects in both math and literacy.”
The same meta-analysis says the average hides large differences from app to app.
In the source’s own words“the positive overall effect masks substantial variability in app effectiveness”
Effects were larger for preschoolers than for K-3 children, larger on tests made by the researchers than on standard tests, and larger for narrow skills than for broad ones.
In the source’s own words“Treatment effects were larger for studies involving preschool rather than K–3 students, for studies using researcher-developed rather than standardized outcomes, and for studies measuring constrained rather than unconstrained skills.”
The authors say there is surprisingly little cause-and-effect evidence on whether educational apps work.
In the source’s own words“there is surprisingly little causal evidence about their effectiveness or the features that enhance or diminish their effectiveness.”
A review of programs for struggling readers in grades K-5 concluded that computer-assisted instruction generally had few effects on reading.
In the source’s own words“Computer-assisted instruction generally had few effects on reading.”
For one narrow skill, awareness of the sounds in words, the National Reading Panel concluded that computers were effective and the gain carried over to reading.
In the source’s own words“the Panel concludes that computers are effective for teaching PA and for promoting transfer to reading, but they may be ineffective for teaching spelling to disabled readers.”
We read each of these ourselves on October 9, 2026. Follow the links to read them too.
“Behind in reading” can mean ten different things, and each one needs different help. Check off what is true for your child. You will see the one thing to work on first, and what can wait.
