In "RTI & Differentiated Reading in the K-8 Classroom," the authors argue that whole-group reading instruction in general education classes is no longer an appropriate learning environment. They outline three innovations that educators can integrate to dramatically improve reading instruction from kindergarten through the upper elementary…

Evaluates several voice synthesis programs for emergent readers which can be used to help make the transition from listening and speaking to reading and writing. (MM)

Describes a variety of software programs appropriate for whole-language learning. The software allows elementary students to make picture books and create posters, banners, greeting cards, puzzles, and minimovies and to do group writing activities. Also included is information on resources and computer reading packages. (SM)

Offers suggestions for using classroom computers for individualized instruction in spelling and tips for choosing spelling software. (FL)

Presents 12 points to consider before buying computer software and includes an annotated list of software for use at the secondary school level. (HOD)

Presents ideas for incorporating software into each guided reading phase for two realistic fiction books: Lois Lowry's "Anastasia on Her Own" and Barthe DeClements's "The Fourth Grade Wizards." Discusses how each skeletal plan uses three pieces of software to enliven students' oral and written thoughts about the books'…

Shows why reading instruction in vocational education is needed, discusses the new U.S. Vocational Education Act and its effect on schools wishing to obtain vocational reading materials, and surveys materials now available for use with vocational high school students. (SRT)

This publication describes Monsters Make Believe, a computer-based, teacher-developed program for enhancing reading and writing instruction in the elementary grades. Motivation to read and write is provided by the creation of monsters. The software can even offer a vehicle that is able to write a descriptive paragraph. An overview describes a…

Intended for reading and language arts teachers at all educational levels, this guide presents information to be used by teachers in constructing their own computer assisted educational software using the BASIC programming language and Apple computers. Part 1 provides an overview of the components of traditional tutorial and drill-and-practice…

Assists teachers in utilizing microcomputer instruction to maximize the effectiveness of classroom reading programs. Asserts that, when microcomputers are used with the appropriate software, they can be successfully integrated with the reading curriculum. Discusses the role of the teacher, selection of software, classroom organization, and current…

Introduces a new column written for the one-computer classroom and offers several perspectives for connecting software applications to trade book reading. Describes eight software packages for extending and enhancing students' reading of different genres: fairy tales, realistic fiction, science fiction, and biography and historical fiction in…

The ease of authoring new computer materials for micros and pre-programed menu-driven systems, which allows classroom instructors to design programs directly related to classroom objectives and activities, has helped to alleviate the problems of software shortage for computer assisted instruction (CAI) in reading. One college instructor has…

Discusses how computers can "converse" with students for teaching purposes, demonstrates how these interactions are becoming more complex, and explains how the computer's role is becoming more "human" in giving intelligent responses to students. (HOD)

Considers some possibilities for using computers in foreign language instruction and in teaching English as a second language. Looks at three modes in which the computer may be used: as tutor, tool, and tutee. Demonstrates uses of some of the available software in each of these modes. (SED)

Holistic approaches to the teaching of reading and writing, most notably the Whole Language movement, reject the philosophy that language skills can be taught. Instead, holistic teachers emphasize process, and they structure the students' classroom activities to be rich in language experience. Computers can be used as tools for whole language…