Describes a project in which elementary school students create a computer-generated time line of milestones in their lives, noting such an activity can give them a good start on writing autobiographies. (SM)

Examines IBM's Writing to Read (WTR) program for kindergartners and first graders from four perspectives: its language learning paradigm, the computer program design, the research conducted on its effectiveness, and implementation considerations. Since costs outweigh learning benefits, educators should reconsider purchasing this program. Includes…

Discusses the role that word processors play in whole language classrooms, and shares four advantages that "FrEdWriter" (a word-processing program) offers over commercial versions. (MG)

Offers a point-by-point comparison of the whole language approach and the Accelerated Reader program. Offers classroom stories of how Accelerated Reader affects students. Notes that students are taught that reading is an isolated and competitive activity, and that reading means correctly answering questions generated by a computer and earning…

This report describes a program for the advancement of student writing skills. The targeted population consisted of elementary school students in a growing middle class community, located in a suburb of a large Midwestern city. The problem of low writing scores was documented in student writing samples, teaching observations, and scores from the…

Presents evidence of learning outcomes in reading from the use of software incorporating two very different styles of learning, structured sub-skills tutoring (using an Integrated Learning System) versus free reading (using a talking book), but which both heavily exploit multimedia presentation. Shows that current debates about whole-word versus…

Describes a variety of software programs appropriate for whole-language learning. The software allows elementary students to make picture books and create posters, banners, greeting cards, puzzles, and minimovies and to do group writing activities. Also included is information on resources and computer reading packages. (SM)

"Abra Cadabra," a new computer program for second-language learning for fourth- and fifth-grade students, is described that is based on the whole language approach to language acquisition. (two references) (LB)

It is argued that if whole language teachers are to use computers in their reading and writing programs, they will need both software and strategies for using computers that are consistent with their beliefs and goals. For whole language teachers, as for other good teachers, it is the teacher's beliefs about curriculum and instruction rather than…

Three elementary teachers describe how they became involved in computer technology and the projects that caught their interest. One teacher used word processing to enhance students' writing abilities. Another used software to tailor learning to all levels. The third tried an international telecommunications program that allowed children to…

Comments on six points of belief commonly held by whole language teachers. Considers how computers can facilitate teaching and learning in ways that are consistent with those points of belief. (MG)

This guide for using computers in the whole language classroom provides teachers with practical ideas for the use of computers to promote group interaction and cooperative learning, including: (1) software webs to assist theme development; (2) pre-computer activities to motivate students; (3) computer activities to develop software competence; (4)…

A study examined the effectiveness of the Writing-to-Read Computer Program in elementary school language arts education. The program is designed to teach children to read through interacting with a computer by learning sound/symbol relationships and by composing stories. First through fourth graders from predominantly black, urban schools and from…

Describes how computers, when cast in a holistic framework, can be a natural complement to students' literacy development. Discusses how six teachers use computers in holistic literacy instruction. (MG)

Intended to improve language and reading skills of selected underachieving students, the 1989-90 Compensatory Language Experiences and Reading Program (CLEAR) of the Columbus, Ohio, public schools served 5,135 pupils in grades 1-8. Implementation of the program was accomplished through daily instructional activities to strengthen and extend…