Outlines how word processing programs can be used to create flexible programs for teaching reading and writing skills. Describes two curriculum development projects in the U.S. Department of Education Basic Skills Program that used word processing to develop an integrated language arts program. (MD)

A determined educator successfully received an equipment grant from a microcomputer manufacturer and developed a course to instruct teachers how to utilize the computers for writing classes. Rationale for the course and equipment request and the seven course objectives are discussed. (JN)

Discussion of the use of computers in elementary schools highlights a study of four districts in Canada. Topics discussed include the use of word processing; the use of LOGO for tutoring purposes; the role of the teacher; and guidelines for integrating computer-assisted learning (CAL) into the elementary school curriculum. (16 references) (LRW)

Asserts that research into the effects of word processing on student writing is dependent on established writing skills, keyboarding techniques, human intervention, and the established criteria for good writing. Concludes that nonnative writers may benefit in significant ways from the attributes of word processing. (CFR)