Current approaches in developing and applying computer assisted instruction in language arts are described in this paper, which presents diverse positions along a continuum of perspectives and draws contrasts between a reductionist or subskill approach and a whole language emphasis. The paper discusses three predominant computer applications in teaching composition: teaching writing through knowledge of grammar; leading students through the writing process, using computed-based tutorials; and combining the talents of teachers with word processing programs. The paper then explores the capability of the computer to teach reading--using both subskills and a whole language approach. Finally, issues important to the future use and development of this technology are discussed, and recommendations for new language arts software are presented. (DF)