Final Report:

The Early Childhood Emergent Literacy Technology Research Study by Patricia Hutinger, Carol Bell, Marisa Beard, Janet Bond, Joyce Johanson, and Clare Terry

This report is based on the study conducted by Macomb Projects at Western Illinois University in Macomb, Illinois. Patricia L. Hutinger, Ed.D., directed the project's work. The study was funded by the U.S. Department of Education's Technology, Educational Media, and Materials for Individuals with Disabilities Program, Project Number H180G40078. These materials are also available as ERIC Document 418 545. The content of the report does not necessarily reflect the position or policy of the U.S. Office of Special Education and no official endorsement of these materials should be inferred. Reference to commercial products, trade names, and manufacturers contained within this report is for purposes of example and illustration. Such references do not constitute endorsement by the U.S. Department of Education.

 

Abstract

Goals and Objectives

Theoretical and Conceptual Framework

Description of the Study, Methods, and Participants

Problems and Solutions

Results and Discussion

The Impact of the ITLC on Children

The Impact of the ITLC on Emergent Literacy Variables

Teachers and Classroom Staff

Families Impact

Future Activities

References

 

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