Embodying two themes--that the computer can become an even more exciting instructional tool than it is today, and that the research necessary for developing the potential of this tool is already underway, this book explores the theoretical, research, and instructional issues concerning computers and reading. The titles of the essays and their authors are as follows: (1) "Computers, Reading, and a New Technology of Print" (D. Reinking); (2) "The Construct of Legibility in Electronic Reading Environments" (D. B. Daniel and D. Reinking); (3) "Implications of Artificial Intelligence Research for Human-Computer Interaction in Reading Instruction (E. Balajthy); (4) "Computers and Reading Research" (M. L. Kamil); (5) "Computer Analysis of Written Materials" (L. T. Frase); (6) "Two Examples of Computer-Based Research on Reading: Eye Movement Monitoring and Computer-Aided Reading" (G. W. McConkie and D. Zola); (7) "Redefining a Basic CAI Technique to Teach Reading Comprehension" (M. A. Siegel and D. M. Davis); (8) "Computers, Simulated Cases, and the Training of Reading Diagnosticians" (J. F. Vinsonhaler, A. B. Weinshank, C. C. Wagner, and R. M. Polin); (9) "Using Computer-Simulated Instruction to Study Preservice Teachers' Thought Processes (D. Alvermann); (10) "Computer Speech in Reading Instruction" (R. K. Olson and B. Wise); and (11) "Using Computers as an Integral Aspect of Elementary Language Arts Instruction: Paradoxes, Problems, and Promise" (L. Miller and J. D. Burnett). Biographies of the contributors and an index are appended. (SKC)