Computer-based reading programs for at-risk students Children with disabilities face a variety of challenges when learning to read. Some students experience processing disorders, some have hearing or vision impairments, and some have gross or fine motor disabilities. Computer technology is adept at addressing all these issues due to the nature of its flexible and extensible application. As a relatively low-cost solution to providing specialized instruction, computer technology integration is a particularly attractive solution for students with dyslexia and who are at risk for reading disorders (Torgesen, Wagner, Rashotte, Herron, & Lindamood, 2009) . Torgesen et al. (2009) further examined the methodology for implementing CAI in the classroom with at-risk students and found that when students were prepared through explicit, teacher-led instruction, they benefited even more from the practice and enhanced instruction offered by teacher-based programs. on computers. A study by Campbell and Mechling (2009) contributed to the area of ​​multisensory teaching research by examining the use of SMART board technology to provide such teaching. The study aimed at incidental learning related to the sounds and names of letters, a fundamental skill for acquiring phonological awareness and learning the alphabetic principle. The participants were primary school students with learning difficulties. The results of the study were positive and suggest that students were able to efficiently learn the desired information through a combination of hearing, seeing, and touching letters on the screen (Campbell & Mechling, 2009). Still other researchers have found that computer-assisted instruction is effective in improving the learning outcomes… middle of the paper… outcomes of kindergarten children. Psychology of Reading, 28(5), 443-467. doi:10.1080/02702710701568488Underwood, J. M. (2000). A comparison of two types of computer support for reading development. Journal of Research in Reading, 23(2), 136. Retrieved from EBSCOhost.Villaume, S., & Brabham, E. (2003). Phonics instruction: beyond the debate. Reading Teacher, 56(5), 478. Retrieved from EBSCOhost.Wilson, J., & Colmar, S. (2008). Reevaluating the significance of phonemic awareness and phonics in literacy instruction: The shared role of school counselors and teachers. Australian Journal of Guidance and Counseling, 18(2), 89-105. doi:10.1375/ajgc.18.2.89Wohlstetter, P., & Malloy, C. (2001). Organizing to achieve literacy: Using school governance to improve classroom practice. Education and Urban Society November 2001 Vol. 34 n. 1 42-65. doi: 10.1177/0013124501341004.