Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Mobile technologies offer great scope and potential for learning
in countries with moderate income rates, low literacy levels,
poor educational opportunities and high ownership of mobile
phones. The paper discusses the efforts made by Sesame
Workshop in India to support children’s grade l and 2 reading
skills, specifically foundational literacy and reading
comprehension, using mobile phones at home. It provides the
findings from a quasi-experimental design research conducted
to evaluate the effectiveness of a mobile phone based reading
application on the reading levels of children. A total of 627
children participated in the research, which used an adapted
version of Early Grade Reading Assessment (EGRA) to
measure children’s early grade reading skills, in their mother
tongue. The findings indicate statistically significant gains for
children in the intervention group on four of the six subtasks:
letter name identification, syllable identification, familiar word
reading and oral reading fluency. These findings support the
growing literature on the effectiveness of engaging and
developmentally appropriate content delivered through mobile
phones to improve children’s reading skills.
