The article examines the potential impact of computer-based text technologies, called hypermedia, on disabled readers. Discussed are hypertext, the hypercard, and implications of metacognitive research (such as author versus user control over text manipulations), instructional implications, and instructional text engineering. (DB)

This article explains the three components of eBooks: an eBook file, software to read the eBook, and a hardware device to read it on. The use of eBooks for students with special needs, the advantages of eBooks, built in accommodations, and creating accommodations are discussed. EBook resources are included. (Contains references.) (CR)

A study evaluated the use of computer-assisted instruction (CAI) to provide training in phonological sensitivity skills to 45 preschool children at-risk for reading problems. Children exposed to CAI made significantly greater gains on rhyming and elision skills compared to controls. Expressive vocabulary scores were predictive of pre- to posttest…

This article explores current state-of-the-art technologies available for reading, writing, and publishing, including electronic books (ebooks), electronic libraries, and electronic journals. Instructional design, best practices for improving reading skills using ebooks, and copyright issues are discussed. Vignettes offer a positive scenario for…

This article describes Technology Option for At-Risk Readers (TOARR), a program that uses technology to help students with reading difficulties. The program uses specialized reading software plus a host of motivating reading activities to encourage reading. Steps in developing the TOARR needs assessment and implementing the program are discussed.…

A study investigated how assistive reading software affected the reading performance of 20 postsecondary students who had attention deficit disorder. The software allowed the students to attend better to their reading, reduce distractibility, read with less stress, and read for longer periods of time. It did not affect comprehension. (Contains…

Compared effects of a computer-assisted remedial reading program providing speech-supported reading in context with or without explicit phonological training. Found that phonologically trained second to fifth graders gained more in phonological skills and untimed word reading than untrained children. Children with more contextual reading gained…

Drawing on theoretical and practical sources, the paper develops four basic principles of teaching in the reading/language arts and discusses how these apply to the selection and effective use of computer assisted instruction (CAI). CAI is seen as an integral part of a broad based instructional program. (Author/DB)

A study investigated the effects of a software-based early reading program on the early reading ability of 55 first-graders with disabilities or who had potential for reading failure. Results showed students showed dramatic improvements following the 16-week program, including the skills of phonemic awareness, spelling, and word identification.…

When matched for achievement level and educational objectives, computer technology can be particularly effective with at-risk students. Computer-assisted instructional software is the most widely available type of software. An exciting development pertinent to literacy education is the development of the "electronic book" (also called…

A study assessed whether the effects of computer-assisted practice on visual word recognition differed for 73 Spanish children with reading disabilities with or without aptitude-achievement discrepancy. Computer-assisted intervention improved word recognition. However, children with dyslexia had more difficulties than poor readers during…

Scanners linked to computers with speech synthesizers are used by the visually impaired. A study of 13 sighted children needing additional help in reading determined that such systems provide benefit for children with "global" reading delay, are more effective improving reading than spelling, and are of little value for children with…

This study evaluated the use of children's literature presented via one of three conditions: an adult reading a book to the child; the child reading a CD-ROM version of a book on the computer but without animation; and the child reading the book on the computer with high levels of animation. The study, in one primary grade classroom, involved 10…

The 1986-87 Compensatory Language Experiences and Reading Program (CLEAR) of the Columbus, Ohio Public Schools was implemented to provide assistance to selected underachieving pupils in grades one through eight so that they might attain more fully their potential for and improvement in language and reading skills. The program featured individual…