This article reviews literature published between 2010 and 2022 on the integration of tablets in phonological awareness and phonics instruction in kindergarten and the elementary grades. Studies involving phonological awareness skills compared traditional methods with tablet instruction and investigated tablet integration with teacher guidance, while those targeting phonics skills focused on self-paced learning with game elements and one-on-one learning. Results across 14 studies indicated mixed learning outcomes. The literature indicated that tablet-assisted instruction can be as effective as traditional instruction and helps students gain a learning advantage with teachers' guidance. In several studies, students' independent learning with game-element apps or one-on-one learning with apps customized by teachers positively affected students' learning performance. The role of tablets in phonological awareness and phonics instruction, the need for teacher guidance and an evaluation rubric, and critical issues to consider for future research are discussed.