Divided into three sections, this book presents a selection of papers arising from a conference that focused on the impact of recent technological advancements on the development and teaching of reading. An introduction by J. M. Ewing provides general insight on this topic. Identifying major concerns, the first section includes: "Reading and Technology: Tangibles and Intangibles" (C. Gerhard); "The Book in 2000" (M. Goff); and "Reading and the New Technologies: The Role for Teacher Training" (J. G. Morris). The second section discusses relevant issues and contains the following articles: "Nonprint Media: A Blessing or a Curse for Reading?" (M. J. Tonjes); "Before a Byte, the L. I. T. E. Approach to Literacy" (J. M. Morris); "The Microcomputer in Home and School" (T. Obrist);"Monitoring Reading for Learning in Teachers and Children" (R. Beard); "Testing Reading: Recent Developments" (P. D. Pumfrey); "Approaches to Reading Remediation: An Assessment of New and Old Techniques" (G. R. Gredler); "Cohesion and the Micro" (J. Chapman); and "Evidence of the Cognitive and Metacognitive Effects of Punctuation and Intonation: Can the New Technologies Help?" (R. F. Flippo). Providing examples of current and developing practice, the third section contains: "Reading, Writing and Learning with Microcomputers" (J. Anderson); "Organizing Group Work with a Micro" (F. Potter and S. Walker); "The Adventurous Way to Use the Computer" (D. Wray); "Word Processing in the Primary Classroom" (C. Broderick and J. Trushell); "Write First, Then Read" (J. M. Wallace); "Microcomputer Generated Speech and C.A.L. Programs for Remedial Reading" (R. J. Eyre and C. D. Terrell); "Storytelling and Beginning Reading: The Use of a Microcomputer to Facilitate Storytelling by Nursery School Children" (H. C. Tite); and "Computer Use in Remedial Reading Programmes" (H. Mulholland). (JD)