Computer Technology and Reading Instruction

Despite the current intense interest in computer technology, there is relatively little systematic research into problems of involving computers or other technologies in the teaching of reading. Several factors seem responsible for the limited research on computers in literacy contexts. First, many reading researchers did not, and still do not, consider technology to be a mainstream topic. They often believe that reading instruction can only be delivered by a human. Others believe that technology must be considered in the overall context of reading instruction. Also, until recently, computers did not have all (or even most) of the capabilities that were needed to implement a complete program of reading instruction.

Two functions related to computers show promise. First, the use of hypertext (highlighted text that links to underlying definitions or supporting or related text), while technically not reading instruction, may have an instructional advantage. Second, the use of computers as word processors may support the connection between reading instruction and writing instruction.

The National Reading Panel stated that it was encouraged by early reported successes in using computer technology for reading instruction, although there were few studies that met the criteria established by the Panel for its review. The Panel noted that there are many questions that need to be addressed in this area.