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LitTECH Benefits

LitTECH curriculum and methods were based on positive results from a research study and two research-based early childhood technology and literacy projects, conducted by the Center for Best Practices in Early Childhood. LitTECH linked the effective results of emergent literacy technology research findings to early childhood practice, increasing and improving emergent literacy practices for young children with disabilities, their families, and their teachers.

Data demonstrated that LitTECH treatment teachers learned valuable technology skills that allowed them to effectively implement technology activities with a diverse range of students. Over the course of their involvement with LitTECH, these teachers became adept at using technology to manage student learning; using technology that addresses content and student technology standards; designing developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support diverse needs of learners; using technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize learning; and applying multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

Treatment children saw greater gains in emergent literacy skills than their comparison counterparts. These skills included interacting with book and print materials, demonstrating an understanding of story, book handling skills, responding to pictures and print, and demonstrating emergent writing behaviors. Treatment children also had greater gains in technology skills particularly in the areas of basic operations and concepts, using technology productivity tools, and using technology problem-solving and decision-making tools.

Parents reported that involvement in the literacy technology program provided benefits to their children. Reported benefits included: communication skills; language development; listening skills; reading skills; and writing skills.

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  Funded by the
U.S. Department of Education
Office of Special Education and Rehabilitative Services
Office of Special Education Programs | PR#H324R030013