Abstract

Children already differ in their literacy and numeracy skills before school entry, which partly is due to differences in their home literacy and numeracy environments (HLE/HNE). Learning apps may serve as a compensatory resource when parents cannot provide adequate support. Based on this assumption, this study investigates whether learning apps predict gains in literacy and numeracy skills, and whether HLE/HNE quality moderates this relation. N = 500 children from Germany (Mage = 60.69 months, SD = 4.61) received either literacy, numeracy, or no learning apps for a period of six months before and after which literacy and numeracy skills were assessed. The HLE/HNE were measured via parent questionnaires at T1. Regression models showed that being in the numeracy app intervention group was associated with greater numeracy gains compared to a business-as-usual control group, while the literacy app intervention group showed greater literacy gains compared to all other groups. However, HLE/HNE did not emerge as significant moderators, providing limited evidence for digital compensation of lower-quality HLEs/HNEs. Methodological considerations that call for caution in interpreting the findings are discussed. The findings evaluate the promising character of learning apps to supplement learning in analog HLE/HNE. The potential impact of quality vs. quantity of app usage for compensatory effects is discussed.

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