Discusses text displayed on computer screens and examines the effects of three layout variables--justification, line length, and leading--on reading speed and comprehension. Current literature on each variable is reviewed, and implications for the design of computer-based instruction are presented. (Author/LRW)

Divided into three sections, this book presents a selection of papers arising from a conference that focused on the impact of recent technological advancements on the development and teaching of reading. An introduction by J. M. Ewing provides general insight on this topic. Identifying major concerns, the first section includes: "Reading and…

A study examined the planning, implementation, and evaluation of a curriculum designed to teach 60 college level developmental reading students to use microcomputers (Apple) as learning tools and to improve their content area reading ability. The textbook from a biology course in which all but three of the subjects were enrolled was the source for…

Examines questions typically asked about the effectiveness of computer-based reading instruction, suggesting that these questions must be refined to provide meaningful insight into the issues involved. Describes several critical problems with existing research and presents overviews of research on the effects of computer-based instruction on…

Explains how computers can be used to support the basic conditions for language learning and the teaching strategies for a process orientation to writing instruction that are identified by the Early Literacy Inservice Course (ELIC) in Australia. Recommends using computers to match children with books, and for group learning. (SKC)

Intended as a reference for researchers, teachers, and administrators, this book chronicles research, programs, and uses of computers in reading. Chapter 1 provides a broad view of computer applications in education, while Chapter 2 provides annotated references for computer based reading and language arts programs for children and adults in…