Computer technology allows students to experiment with word usage and create their own meaningful words. Traditionally, students have acquired new words through reading them in context, analyzing the structure of new words, or using the dictionary. Drills in any of these techniques can be ineffective unless students are actively engaged in the learning process. Computers have that engagement power to draw students into the word learning mode. The most powerful vocabulary learning technique is a combination of contextual analysis along with structural analysis. Computer technology allows teachers to build databases of prefixes, roots, and suffixes, drawn from concurrent classroom reading and writing. Students can then combine word parts to create actual dictionary words. If certain combinations do not exist, the computer can direct the student to an alternate possibility. By limiting the number of possibilities for each database (for example, three prefixes, three roots, three suffixes), teachers can control the number of possible combinations. By building many separate databases, students have infinite numbers of words to enhance their reading and writing. (Two figures representing possible computer responses to students' input are included; 16 references are attached.) (Author/RS)