Discusses several ways computers, software, and peripheral equipment may aid in teaching dyslexic children to read, i.e., using voice synthesizers and speech software; employing human readers to translate what's on the screen; utilizing word processing functions; using microcomputers to control tape recorders; and utilizing "creativity…

Some concerns regarding the use of computers in reading instruction are addressed in this report. The first section explores the similarities and differences between reading printed materials and computer display screens (legibility, portability, etc.) and presents some advantages and disadvantages of computers. The next section explains two ways…

Examines two language arts computer innovations that are based on the process view of reading and writing rather than on the "reductionist" or individual skills view. The first is a software program called "Puzzler," the second is the application of word processing in composition. (HTH)

Presents eight guidelines to consider when using computers for language instruction, emphasizing computer use in a social and purposeful context. Suggests computer software which adheres to these guidelines. (MM)

Examines a number of language activities in educational software, noting that most focus on surface structure and conventions, thus closing off students' options rather than expanding them. Discusses how, by improvising with word processors, teachers can tailor activities to help students explore and reflect on their reading and writing…

Provides abstracts of documents reporting computer applications in reading and language arts that have been entered in the ERIC system. (CRH)

Reviews approaches to computer assisted reading and recent development in the design of personal computers and their implications for the teaching of reading and writing. (HOD)

Describes an inservice workshop that shows teachers the difference between canned and creative classroom use of computers. Presents an exercise using freewriting, brainstorming, sequencing, and peer evaluation. (RAE)

An examination of the value of using more sophisticated computer programs in the language arts program led to the design and development of "Thinking Networks," which provide the teacher with a new tool for teaching through nonverbal representation. Using microcomputers to improve reading and writing instruction can incorporate the…

Presents a categorization system that allows potential microcomputer users to make more reasoned, conscious choices to ensure that a range of software types and activities are available for their instructional programs. (SRT)

Distinguishing between teaching writing and teaching word processing, this book is intended as a guide for teachers who wish to teach writing with microcomputers. The 13 chapters and authors are as follows: (1) "Integrating Composing and Computing," Elizabeth Sommers; (2) "A Writing Teacher's Guide to Computerese," James…

Presents an overview of three ways that the computer can bridge the gap between reading and writing instruction: (1) word processing in the Language Experience Approach; (2) software to combine text and graphics; and (3) software to facilitate interactive reading and writing experiences. (MG)

Based on the experiences of using computer-assisted reading instruction in middle schools, this pamphlet proceeds from the conviction that the use of a computer helps middle school students improve their reading. Following an introduction, the booklet is in seven sections: (1) Why Use Computers in Middle School Reading? (2) Software--The Heart of…

Explains how word processing can make it easy for students to adapt and improve text until they are happy with the results. Offers an example of word processing in action. (FL)

This book describes the practice of using learner-centered software in special education. Following an introductory chapter, Chapter 2 provides a discussion of software that goes beyond drill and practice and at the same time fits easily into the existing subject areas of reading/language arts and mathematics. Chapters 3 and 4 discuss using word…