The monograph reports on a model which integrates computer telecommunication technology with a social interaction approach to teach literacy skills to disabled students. The model was implemented and evaluated over a 3-year period with 91 students, 12 to 18 years of age, in 10 schools serving students who are deaf, emotionally disturbed, mentally retarded or have cerebral palsy or specific learning disabilities. The project, which focused on using the motivating power of electronic mail, had three specific research objectives: to assess changes in students' reading comprehension; to assess changes in students' competency in writing English; and to identify patterns of change in reading and writing competence through analysis of student correspondence with peers via electronic mailboxes and bulletin board. Findings indicated that: (1) participation did improve students' reading and writing abilities; (2) frequency of use was the most significant variable in student progress; (3) initial skill level was not related to program effectiveness; and (4) students who corresponded regularly with a mature writer made greater gains that students who corresponded only with peers. An analysis of results by year and by disability is provided. Appendixes provide scoring notes for the standardized reading test, the literacy aptitude questionnaire, the student and teacher evaluation questionnaires, and the training booklets for teachers. Contains 35 references. (DB)