The paper presents case studies of two low income inner-city children who, after entering an early childhood program at ages 2 and 3, demonstrated increased reading and academic skills as well as improved social-emotional development. The intervention program (Self-Controlled Interactive Learning Systems) is explained to have incorporated an educational technology component including special courseware and equipment (a "talking typewriter", "talking page", and voice-mirror). Longitudinal data on both students is provided. (CL)