Asks whether students who create computer programs with LOGO and those who use reading software with speech synthesis profit more than they would with a teacher. (CRH)

Concludes that while computers can be very beneficial to the reading teacher, they cannot provide intellectual stimulation at levels expected from classroom participation. (CRH)

Suggests that common sense be applied when calculating text readability using a microcomputer. (CRH)

Describes how reading instruction in comprehension will be much like instruction in thinking and problem solving due to the capacity of computers to store data and retrieve literal information instantly. (CRH)

Reviews and evaluates reading instruction software that helps teach word attack and recognition and reading comprehension. (CRH)

Concludes that language arts teachers are receptive to the exciting curriculum possibilities that electronic education offers. (CRH)

Presents the Reading Estimate Program, which follows the same procedure as the Raygor Estimate for determining readability. (CRH)

Describes how the word processor can be used for the creation of application and practice materials for reading comprehension in a learning station format. (CRH)

Describes a program in which classroom reading teachers learned a simple analytical approach to creating computer programs for their own use. (CRH)

Describes the parallels between writing in English and LOGO in planning, audience awareness, and revision and gives guidelines for making students aware of these useful ideas. (CRH)

Provides abstracts of documents reporting computer applications in reading and language arts that have been entered in the ERIC database. (CRH)

Describes how gifted fifth-grade students wrote simulation game programs on a TRS-80 Model I computer for a remedial reading class. (AEA)

Explains how a microcomputer can save a classroom reading teacher's time by producing, administering, and scoring cloze tests. (AEA)

Lists steps for developing skills such as sequencing and organizing ideas for both flowcharting and reading. (AEA)

Discusses the technical and economic developments in hardware and software that affect the language arts teacher. (AEA)