ate students to a greater extent than workbooks do. According to Leu (1991), "Even when tasks are similar, students spend more time on computer drill-and-practice activities than they do on worksheets . . . [and with regard to recordkeeping functions], "computerized recordkeeping can provide information needed for instruction decisions, thereby relieving teachers of the need to check students' answers manually" (p. 568).
In her effort to integrate reading and writing in a literature-based approach, Joan Freeley (1991) has used computers successfully. She quotes the study done by Fisher (1989) who concluded, "students become more independent and assertive learners when they have ready access to computers" (p. 188). Students who have access to computers develop more confidence in their abilities as learners when they have some control over their assignments. The move-at-your-own-pace feature of computer instruction prevents frustration caused by work that is either too easy or too hard. In addition, the student is not held up to the judgement of classmates who might laugh at his or her best efforts.
Utility programs allow the teacher or students to enter their own words, phrases, or stories at any reading level from any source of material. The students' writings then form the basis of a language-experience reading program. As Freeley (1991) observes, "These programs are natural tie-ins to whole language teaching and to content-area subjects at different levels. The possibilities for use are limited only by the imagination of teachers and students" (p. 188).
In his text Reading as Communication, Frank May (1994) encourages the word processing aspects of the computer as part of a reading and literature (whole language) program. He lists four reasons for being enthusiastic about computers in the teaching of reading, when one considers:
(1) How well a computer's word proce
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