Advantages and Disadvantages of the Computer as a Teacher of Reading

George E. Mason

The computer has at least eight features that can be advantageous to the reading teacher and the learner: the computer (1) is interactive--the print can change sizes and colors, blink on and off, and roll up or down the screen; (2) is immediate--it...

The Computer in the Reading Clinic

George E. Mason

Reading Teacher Vol. 36, No. 6 (February 1983) pp. 504–7

Argues that computers can be used by reading teachers in a number of ways, including (1) as a diagnostic test administrator, (2) as a target for student hostility, (3) as a "tutee" for poor readers, (4) as a conversationalist, (5) as an accuracy...

The Relationship between Computer Technology and the Reading Process: Match or Misfit?

George E. Mason

Computers in the Schools Vol. 4, No. 1 (1987) pp. 15–23

Describes four models of the psychological process of reading, and relates them to computer technology. The physiological process of reading printed text from a display screen is discussed, including spacing, the configuration of letters, vision...

The Micro Can Connect Home, School, and Community--But It Must Be Read

George E. Mason

Firsthand classroom observations on the use of computers in instruction reveal some excellent uses of the computer, particularly with reading and writing instruction. Yet there are many schools in which most children are denied access to computers....

The Computer as a Teacher of the Disabled Reader

George E. Mason

Journal of Research and Development in Education Vol. 14, No. 4 (1981) pp. 97–101

Computerized remedial reading instruction has become an increasingly popular technique in schools. The future holds enormous potential for additional roles to be played by the computer with regard to educational techniques for the reading-disabled-...

Computerized Reading Instruction: A Review

George E. Mason

Educational Technology Vol. 20, No. 10 (October 1980) pp. 18–22

Discusses some of the more familiar computer assisted instruction systems, their knowledge base, market sources, and adaptation in college, elementary, and secondary education reading programs. (MER)

Using Computers in Content Area Reading Instruction

Jay S. Blanchard; George E. Mason

Journal of Reading Vol. 29, No. 2 (1985) pp. 112–17

Describes five categories of computer programs useful for content area reading instruction: utility programs, word processing, simulations, telecommunications for access to a database, and story architecture. (HOD)

Using the Computer's Readability Measure to Teach Students to Revise Their Writing

Sally A. Hague; George E. Mason

Journal of Reading Vol. 30, No. 1 (1986) pp. 14–17

Investigated whether the use of a computer and the desire to increase readability levels of their writing would encourage student writers to revise. Results indicated an increase in the readability grade level from original drafts to revisions. (SRT)

Computer-Chunked and Traditional Text

Holly R. Gerrell; George E. Mason

Reading World Vol. 22, No. 3 (March 1983) pp. 241–46

Concludes that the fact that fifth-grade students comprehended computer-displayed chunked passages better than passages displayed in the traditional format indicates that the display device, the CRT, really made no difference in student performance. ...

Teaching Reading with Television: A Review

George E. Mason; John M. Mize

Educational Technology Vol. 18, No. 10 (October 1978) pp. 5–12

An overview of television and its use in reading instruction in schools, at home, and with computers. Research on educational television and reading is also reviewed, and a 57-item bibliography is appended. (RAO)