The predominant telecommunications technologies, video and computer-based telecommunications, have multiple applications for reading education. The telecomputers of tomorrow will process, store, create and transmit images which can be distributed via fiber optics networks in a manner similar to the voice communications of today. Thus, the capabilities of today's video and computer telecommunications technologies will be combined into a single technology. The question is how best to use it in a given situation. Designing instruction which is accessible, which makes learning a concrete experience, which provides an interactive learning environment, and which encourages learner control are important features of reading education in a society in which literacy is a national concern. Video-based telecommunications which have potential applications for reading education are satellite, broadcast, and cable. Such facilities are accessible and their concreteness facilitates the association process required for verbal learning. Their only drawback is the lack of interactivity. Commuter mediated communications such as E-mail, bulletin boards, conferencing, and file transfer are becoming increasingly accessible and interactive, but lack the concreteness of the video-based technologies. Oklahoma State University's Arts and Science Teleconference Network, for example, offers a series of satellite teleconferences on remedial reading, targeting middle school and elementary students. The Whole Language Network for teachers on the Educational Native American Network (ENAN) is an example of a computer network which is used to share curriculum materials and ideas. (One appendix of telecommunications resources is attached.) (PRA)