Researchindicates that computer-administered instruction has positive effects on learning (Fitzgerald & Koury, 1996; Kulik, Banger, & Williams, 1983). Unlike many school subjects that are based on visual-language learning, phonological awareness is a group of inherently spoken language-based processes. This raises the questions of whether technology-assisted instruction can be effective in developing these spoken language-based processes, and if so, whether the effects of technology-assisted instruction differ significantly from teacher -delivered instruction. To answer the first question, Foster, Erickson, Foster, Brinkman, and Torgesen (1994) used pre-publication versions of the DaisyQuest (Erickson, Foster, Foster, Torgesen, & Packer, 1992) and Daisy's Castle (Erickson, Foster, Foster, Torgesen, & Packer, 1993) software programs. These programs provide instruction and practice in five phonological awareness processes:

1. Rhyme Discrimination
2. Recognizing words that have the same beginning, middle, or ending sounds
3. Counting the sounds in words
4. Blending onsets and rimes
5. Blending individual phonemes

It would seem that the best software utilization practice would be to begin with a non-keyboard lesson or lessons. UltraKeys produces an excellent software package to teach touch-typing, but it also has an excellent video and a book that contain suggestions to help prepare younger students to form the correct hand positions, etc., even before the children ever touch a keyboard. It seems appropriate to use this approach with the younger children (grades K, 1, and 2).