Emergent literacy in children with severe disabilities using interactive multimedia stories

This study investigated the use of a computerized interactive book for enhancing the development of literacy in children with severe disabilities. A multimedia interactive story software program was developed for use by children with special needs. A special keyboard equipped with two switches was used to enable independent and active participation in the story activities. A multiple probe design examined the learning process of word identification over time. The study also examined the development of literacy while interacting with written text. The data demonstrated a steady increase in word recognition over time. Results also indicated that controlled exposure to the written word in an interactive multimedia story-telling environment enabled a natural learning experience that enhanced the development of literacy. Implications and future research directions are discussed.