A study examined the planning, implementation, and evaluation of a curriculum designed to teach 60 college level developmental reading students to use microcomputers (Apple) as learning tools and to improve their content area reading ability. The textbook from a biology course in which all but three of the subjects were enrolled was the source for development of vocabulary and reading exercises used in the study. The microcomputer aspect of the course consisted of (1) training in use of the computer as a learning tool, (2) personalized microcomputer vocabulary development, (3) evaluation of effectiveness of microcomputerized content vocabulary drill programs, and (4) speed reading and comprehension drills. Initial training in the use of the computer appeared to be satisfactory for success in the class assignments. The subsequent word processing lecture/demonstration proved disappointing--only two of the subjects began immediately to learn to use the word processor, largely due to mid-term demands on student time. The results of the vocabulary development indicated that instruction in the mechanics of operation must occur as closely as possible to the time of actual performance of those mechanics, as those who received the lecture two days earlier required constant monitoring and had several false starts or were found to have typed incorrectly large amounts of text. (HTH)