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Teaching Word Recognition to Young Children Who Are at Risk Using Microsoft® PowerPoint™ Coupled With Direct Instruction

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Abstract

This article focuses on use of Microsoft® PowerPoint™ 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™ 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.

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Acknowledgment

This article is supported through a grant from the Illinois Children’s Healthcare Foundation to the Special Education Assistive Technology (SEAT) Center at Illinois State University.

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Authors and Affiliations

  1. Department of Special Education, Illinois State University, PO Box 5910, Normal, IL, 61790-5910, USA

    Howard P. Parette, Craig Blum & Emily H. Watts

  2. Department of Communication Sciences and Disorders, Illinois State University, PO Box 4720, Normal, IL, 61790-4720, USA

    Nichole M. Boeckmann

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  1. Howard P. Parette
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  2. Craig Blum
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Correspondence to Howard P. Parette.

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Parette, H.P., Blum, C., Boeckmann, N.M. et al. Teaching Word Recognition to Young Children Who Are at Risk Using Microsoft® PowerPoint™ Coupled With Direct Instruction. Early Childhood Educ J 36, 393–401 (2009). https://doi.org/10.1007/s10643-008-0300-1

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