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)

Relates the author's experiences using the Language Experience Approach (LEA) and computers with content area materials to teach middle school remedial reading students. Lists nine goals that can be reached by conjoining LEA and content area materials. (RS)

Discusses (1) paired storytelling in an English-as-a-foreign-language setting; (2) a state survey of computer usage in adult literacy programs; (3) using cooperative learning in teaching content reading; (4) learning-disabled students and the SQ3R formula; and (5) five rules for making collaborative learning effective. (SR)