DOCUMENTRESUME ED 285 136 CS 008 903 AUTHOR Blanchard, Jay S.; And Others TITLE Computer Applications in Reading. Third Edition. INSTITUTION International Reading Association, Newark,Del. REPORT NO ISBN-0-87207-785-3 PUB DATE 87 NOTE 208p.; For previous editions,see ED 173 771 and ED 249 483. AVAILABLE FROM International Reading Association, 800Barksdale Rd., PO Box 8139, Newark, DE 19714-8139 (Book No. 785, $7.00 member, $10.50 nonmember). PUB TYPE Books (010) -- Guides - Non-ClassroomUse (055) EDRS PRICE M701/PC09 Plus Postage. DESCRIPTORS American Indian Education; Artificial Intelligence; Authoring Aids (Programing); Cloze Procedure; Communications Satellites; Computer Assisted Instruction; Computer Assisted Testing; *Computer Managed Instruction; Computer Software; *Computer Software Reviews; *Computer Uses in Education; Elementary Secondary Education; English (Second Language); Higher Education; LanguageArts; Language Experience Approach; Optical Disks;Program Development; Programing Languages; *Reading Instruction; Reading Programs; Reading Research; Reading Writing Relationship; Special Education; Spelling; *Technological Advancement; Teleconferencing; Word Processing; Writing Instruction IDENTIFIERS LOGO Programing Language ABSTRACT Intended as a reference for researchers,teachers, and administrators, this book chroniclesresearch, programs, and uses of computers in reading. Chapter 1 providesa broad view of computer applications in education, while Chapter 2 providesannotated references for computer based reading and languagearts programs for children and adults in classroom and clinic settings,including LOGO, cloze procedure, language experience approach, specialeducation, spelling, Native American education, and Englishas a second/foreign language. Chapter 3 introduces the readerto software evaluation guidelines and criteria, including referencesabout the development of computer based reading programs and projects.Chapter 4 reviews computer based research on teaching reading, readingassessment, and psychological and physiological aspects ofthe reading process. Chapter 5 presents references on word processing,writing, and reading, and Chapter 6 offers explanationsfor the puzzling questions surrounding computer based readability andtext analysis. References to computer based activities in reading readiness andbeginning reading are presented in chapter 7, while chapter8 discusses computer managed reading instruction. Chapter 9 detailsadvances in computer based speech technology and reading instructionand the focus in chapter 10 is on text legibility andcomputers. Chapter 11 provides references about recent developmentswith CD ROMs (Compact Disk Read Only Memory) and CDIs (compact diskinteractive), and chapter 12 summarizes by speculatingon the importance of other emerging applications in computer based reading,such as simulations, artificial intelligence, programmingand authoring systems, telecommunications and satellite communications,and robots. Two appendixes list companies that producesoftware and describe integrated learning systems that contain few.% reading and language arts U.S. DEPARTMENT OP EDUCATION %CI Office of Educational Research and Improvement EDUCATIONAL RESOURCESINFORMATION P^ CENTER (ERIC) 11--4 1.Th.s document has been reproduced as received from the person or organization Le1 originating it 0 Minor changes have been made to improve CO reproduction Quality CV Points of view or opinions stated in this doc u- ment do not necesSerily represent official =I OERI position or policy LILI er ions ton Jay S. Blanchard Texas Tech University George E. Mason University of Georgia Dan Daniel Houston, Texas, Independent School District "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY IRA TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" rn 0 Published by the International Reading Association Newark, Delaware 19714 2 BEST COPYAVAILABLE To Ira E. Aaron, President of the International Reading Association 1983-1984, and Alumni Foundation Distinguished Professor Emeritus of Reading, University of Georgia. Copyright 1987 by the International Reading ANNociation Inc Library of Congress Cataloging-in-Publication Data Blanchard Jay S Computer application% in reading Rev cd of Computer application% in reading,George E Mamin. Jay S Blanchard. Danny B Daniel 2nd ed 1981 Include bibliographic and index I ReadingUnited State%Data procevong 2 Read- ing- United Sidle%Data proce%%ing Bibliography 3 Computer dsskted imtruction United State,I Ma%on, George F. IIDaniel DanIIIComputer application in reading IV Title LBI050 17 M37 1987 428 41)285 87-1501 ISBN 0-87207-785-1 3 II Contents Foreword v Introduction vii 1 Computer applications in education 1 2 Computer applications for reading instruction 22 3 Evaluating and developing reading software 47 4 Computers in teaching reading and reading assessment research 66 5 Word processing, writing, and reading 100 6 Readability 115 7 Reading readiness and beginning reading 121 8 Computer managed reading instruction 129 9 Speech 1,chnology and reading 136 10 Legibility, reading, and computers 144 11 The optical era and reading 153 12 The future: Some predictions 160 Appendix A Sources of reading and language arts software 170 Appendix B Integrated learning systems 181 Index 188 iii INTERNATIONAL READING ASSOCIATION OFFICERS 1987-1988 PresidentPhylliss J. Adams, University of Denver, Denver, Colorado Vice PresidentPatricia S. Koppman, PSK Associates, San Diego, California Vice President ElectDale D. Johnson, Instructional Research and Development Institute. Boston. Massachusetts Executive Director Ronald W. Mitchell. International Reading Association, Newark, Delaware DIRECTORS Term Expiring Spring 1988 Margaret Pope Hartley, The Psychological Corporation, North Little Rock. Arkansas P David Pearson, University of Illinois, Champaign, Illinois Carol M. Santa, School District #5. Kalispell, Montana Term Expiring Spring 1989 Marie C. DiBiasio, Bristol Public Schools, Bristol, Rhode Island Hans U. Grundin, The Open University, Milton Keynes, England Nancy E. Seminoff, Winona State University, Winona, Minnesota Term Expiring Spring 1990 Jerome C Harste, Indiana University, Bloomington, Indiana Jane M Hornburger, Brooklyn College, CUNY, Brooklyn, New York Merrillyn Brooks Kloeflcorn, Jefferson County Public Schools, Golden,, Colorado IRA DIRECTOR OF PUBLICATIONS Jennifer A Stevenson IRA PUBLICATIONS COMMITTEE 1987-1988James E. Flood, San Diego State University, Chair James F Baumann, Purdue University Janet R Binkley,IRA Phyllis E Brazee, University ofMaine Susan W Brennan,IRA Kent L Brown Jr ,Highlights for Children Marie DiBia.sio, Bnstol Public Schools, Bnstol, Rhode Island Dolores Durkin, Universityof Illinois Philip Gough, University of Texas at Austin Margaret K Jensen, Madison Metropol- itan School Distnct, Madison. Wisconsin John Micklos, Jr.,IRA Ronald W.Mitchell, IRA .1m N. Monahan, Orange County Public Schools, Orlando, Florida Allan R Neilsen, Mount St Vincent University John J. Pikulski. University of Delaware Maria Elena Rodriguez, IRA.Buenos Aires Jennifer A Stevenson,IRA Anne C Tarleton, Albuquerque Public Schools, Albuquerque, New Mexico The International Reading Association attempts, through its publications,to provide a forum for a wide spectrum of opinions on reading This policy permits divergentviewpoints without assuming the endorsement of the Association 5 IV Foreword Computer Applications in Reading enters its third edition as a chroni- cle of research, programs, and uses of computers in reading. An in- dex of the rapid changes that have taken place in the use of computers in reading is that this edition has a new and different set of references fnAm that in the earlier editions. These form a body of recent literature that su- persedes and augments the more than 900 citations included in the second edition. Many of the speculations and predictions included in the earlier editions have come to pass, often sooner than predicted. This edition in- cludes topics that were barely more than fantasy in 1979 when the first edition was published. The impediments to widespread educational adoption of computers have changed since 1979. The potential of computers in education has been linked to the costs of both hardware and software. Hardware capabilities of computers have also limited their educational utility. Slow processing speed, restricted memory capacity, lack of voice recognition and synthesis, and poor quality graphics have all played (in the past) a role in keeping the computer from becoming a dominant force in education. And much of the software was of dubious quality. However, costs for microcomputer hardware have continued to spiral down while capabilities have greatly improved., Microcomputer systems can now perform tasks that required mainframe computers only a few years ago. Although hardware development usually outpaces software develop- ment, computer materials for use in reading are significantly improved., This is due in part to improved capacities of computers and in part to the efforts of major reading materials publishers who have finally become con- vinced of the reality of the computer in schools. Consequently, the use of microcomputers is continually expanding in education generally and in reading specifically. Just as hardware costs are approaching affordability for most schools, a persistent problem has begun to loom larger than ever before. We have begun to realize that our broad based systematic knowledge of how to teach reading