The purpose of the study was to investigate problem-solving performance with regard to non-routine problem experiences in which the computer and flow charts were used as aids. Performance data were collected using an investigator-constructed posttest. Sixty-eight eighth grade students were partitioned into four treatment groups: G1 used neither computer nor flow charts, G2 used flow charts only, G3 used computer only, and G4 used both computer and flow charts. Results showed that the group with the highest mean performance was G3; G4 had the next highest scores; G2 came next; G1 placed lowest. The high readers' mean performance on the test was consistently greater than that of low readers within each treatment group. (Author/DT)