Describes five categories of computer programs useful for content area reading instruction: utility programs, word processing, simulations, telecommunications for access to a database, and story architecture. (HOD)

Argues that the computer has many advantages over traditional technologies in learning, thinking, and problem solving. Argues that if reading and writing are taught as thinking processes akin to problem solving, then skills and experiences acquired on the computer should transfer well, with guidance, to print literacy. (RS)