Designed to reveal some of the strengths and weaknesses of microtechnology in the language arts, this book suggests how and where microcomputers might have applications or implications in the language arts curriculum. The first chapter of the book discusses practical problems facing language arts teachers in developing classroom computer programs, including how to gain access to computers, how to choose hardware and software, and where to place them for best use. The second chapter discusses computers and reading instruction, examining such areas as beginning reading, phonics, comprehension, and the higher reading skills. The third chapter deals with computers and writing and reviews computer use in teaching letter formation, spelling, grammar, and punctuation, and also as a stimulus for writing. The fourth chapter covers computers and oracy, touching upon computer recognition of speech, speech synthesis, and computer-student exchanges. The book concludes with a discussion of computers as language users across the curriculum. (FL)