Despite the legislative mandate for assistive technology (AT) consideration and the tenacity of researchers, educators, and practitioners to develop more proficient readers at younger ages, cohesive and comprehensive emergent literacy technology planning has not been sufficiently developed for preschool children with disabilities. The purpose of this review is to synthesize information and research on available AT used with young children to promote the development of emergent literacy skills. Following the background discussion, key articles will be summarized, synthesized, and critiqued. Discussion focuses on the lack of empirical research in the combined areas of emergent literacy, AT, and preschool children; the need for conceptualized definitions of AT and emergent literacy across disciplines; existing barriers; and gaps in the research. (Contains 1 table.)