Since the release of smartphones and tablets, there has been exponential growth in the learning apps available on technology devices (Hirsch-Pasek et al., 2015). Despite the extensive availability of learning apps, little research has investigated specific reading apps elementary children use in the home to support their reading development (Burnett, 2009). Most research on children and technology in the home is situated in a national context with foci on ownership (Rideout & Katz, 2016). Nonetheless, the following examination of national studies helps establish a broad understanding of the landscape of children and their access to technology in the home, while the national findings also situate the need for the research investigated in this study.