This final report describes findings of a 3-year study on the effects of an Interactive Technology Literacy Curriculum (ITLC) on emergent literacy knowledge and abilities of children (ages 3 to 5) with mild to moderate disabilities. Using a case study approach, 16 preschool classes in four types of classrooms in West Central Illinois communities were studied using qualitative and quantitative data from the children, their families, and the staff. Classrooms were typed according to the teacher's technology experience: Type 1 had teachers just beginning to use technology; Type 2 had classroom teachers experienced in using technology and who used the ITLC during the first year; Type 3 teachers had technology available, carried out typical preschool activities, and served as a comparison group; and Type 4 comparison classes had classroom teachers who did not use technology. The ITLC was based on an emergent literacy approach and used software that included interactive literature-based commercial software, a software authoring system, software produced by other classes using the authoring system, and tool function software such as graphics and story-making. Results indicated that across experimental ITLC sites, children made significant gains not only in emergent literacy behaviors, including communication, but also in positive interactions. Appended are the research instruments and the coding system used. (Contains 47 references.) (DB)