Computers can be effectively used as another teaching tool aimed at reading instruction. Some observers view computer technology as a force that will radically change instructional practice, almost replacing teachers. Others believe that computers are no substitute for teacher-student interaction. A position between these two extremes will place the computer in the classroom as a teacher and student time-saving tool, allowing students to proceed at their own paces, much as computer assisted instruction (CAI) did in the 1970s. Today, with the advent of sophisticated CD-ROM technology, students can interact with text in more meaningful contexts than could students in the 1970s, and CD-ROM technology will play an important part of reading instruction in the 1990s.
The least sophisticated type of computer reading practice is provided by "Drill-and-Practice" software. Drill-and-practice software is available in all areas of reading, from decoding to vocabulary, main idea comprehension, lessons on prefixes, and so on. This most basic type of reading software does not teach--by definition; instead, it is intended to allow students to practice what they have already learned. In this sense, such a computerized reading program is little more than an automated worksheet, as critics have been quick to point out. However, computers have three advantages over conventional worksheets. As Leu (1991) points out, "motivational presentation, record-keeping functions, and branching capabilities" provide more flexibility than a worksheet would allow. For example, if a student answers three consecutive problems incorrectly, software can branch to similar items of less difficulty. The software keeps track of student performance while the learner is practicing what has already been taught, so that the teacher can teach what remains to be introduced.
In addition to the branching function outlined above, computers can also stimulate and motiv...