Recent technological advances in neuroanatomy and neurophysiology have unearthed structural and functional patterns in the brain that can be associated with severe reading disabilities. As a response, this paper examines several computer-driven technologies whose capabilities shed light on brain-related issues germane to reading, with the intent of preparing reading professionals for the impact which technology may soon exert on diagnostic and instructional reading endeavors. Technologies discussed in the paper are: (1) x-ray monitoring techniques; (2) radioactive isotope imaging; (3) magnetic resonance imaging; (4) brain wave monitoring; and (5) eye tracking. The paper assesses each technology as to cost, invasiveness, success at imaging brain tissue, provision of anatomical and functional data, and capacity to provide real time data. The paper argues that because of these new technologies, reading educators may soon engage in more productive collaborations with neuroscientists, but that not all of the answers reading educators seek are to be provided by these technologies. The paper concludes that issues such as optimum grouping procedures, classroom management, and discipline lie outside the technological realm. (Nine pages of references are attached.) (MHC)