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The following publications reflect the scholarly work of faculty members actively involved with the SEAT Center.

2008

Published articles:

Parette, H. P., Hourcade, J. J., Denelli, J. M., & Boeckmann, N. M. (in press). Using Clicker 5 to develop emergent literacy skills in young children who are at-risk or have disabilities. Early Childhood Education Journal.

Parette, H. P., Boeckmann, N. M., & Hourcade, J. J. (in press). Use of Writing With Symbols 2000 software to facilitate emergent literacy skill development. Early Childhood Education Journal.

Parette, H. P., Stoner, J. B., & Watts, E. H. (in press). Assistive technology user group perspectives of early childhood professionals. Education and Training in Developmental Disabilities.

Meadan, H., Stoner, J. B., & Parette, H. P. (in press). Sight word recognition among young children at-risk: Picture-supported vs. word-only. Assistive Technology Outcomes and Benefits.

Parette, H. P., Hourcade, J. J., Boeckmann, N. M., & Blum, C. (in press). Using Microsoft® PowerPoint to support emergent literacy skill development for young children at-risk or who have disabilities. Early Childhood Education Journal.

Stoner, J. B., Parette, H. P., Watts, E. H., & Wojcik, B. W., & Fogal, T. (2008). Preschool teacher perceptions of assistive technology and professional development responses. Education and Training in Developmental Disabilities43(1), 77-91.

Parette, H. P., & Stoner, J. B. (2008). Benefits of assistive technology user groups for early childhood education professionals. Early Childhood Education Journal, 35, 313-319.

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