This article focuses on use of Microsoft Ò PowerPoint TM paired with direct instruction (DI) to teach word recognition to young children at risk. DI has been a widely used teaching method for over 40 years, and is often used to teach emergent literacy skills. Recent DI research with preschoolers at risk has suggested the potential for using scripted, direct instruction-supported PowerPoint TM slides delivered with an LCD projection system to teach word recognition skills. Based on this research, specific instructional strategies for using this technology with children at risk is presented along with suggested scripts for classroom use.

The increasing availability and use of technology applications for teaching emergent literacy skills in early childhood education settings nationwide requires that early childhood education professionals develop skills with readily available software programs. This paper provides general recommendations in using Microsoft Ò PowerPoint TM to support emergent literacy skill development for young children at-risk or who have disabilities. Specific suggestions are presented in the areas of phonological awareness, alphabetic principles, comprehension, concepts about print, and vocabulary development.

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This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Early Childhood Education Journal, published by Springer. Copyright restrictions may apply doi: 10.1007/s10643-010-0377-1 H. PARETTE, J. HOURCADE, N. BOECKMANN & C. BLUM in EARLY CHILDHOOD EDUCATION JOURNAL (2010) 1 This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Early Childhood Education Journal, published by Springer. Copyright restrictions may apply. doi: 10.1007/s10643-010-0377-

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