Over the past decade, a wide array of instructional technology applications have found their way into early intervention settings (Anderson, Grant, & Speck, 2008; Parette, Blum, Boeckmann, & Watts, 2009; Siraj-Blatchford & Whitebread, 2003). Of particular importance to young learners who evidence developmental delays or are at risk for school failure are those technologies with the potential to more effectively teach basic emergent literacy skills such as the following:
- Phonemic awareness (Torgesen, Wagner, Rashotte, Herron, & Lindamood, 2010).
- Alphabetic principle (Travers, 2010). * Word recognition (Hitchcock & Noonan, 2000).
- Alliteration (Blum & Watts, 2008).
- Comprehension (Blok, Oostdam, Otter, & Overmaat, 2002).
Available at: http://works.bepress.com/jack_hourcade/10/