ABSTRACT
Clearly in this review focused on computers, a comparison of reading research to writing research reveals two divergent emphases. Writing researchers have focused primarily on word processing, while reading researchers have explored a more diverse range of applications. Nonetheless, we have employed a single organizational structure to review both lines of research. This structure has two major sections: (1) the use of computers in reading and writing instruction, and (2) comparisons of electronic and conventional texts. A commentary discussing the strengths, weaknesses, and future directions of instructional research is included at the end of the first section. Although much of the research presented in the second section has implications for instruction, this research has been generated primarily by an interest in how reading and writing electronic text may differ from reading and writing conventional text. A discussion of theoretical perspectives that have emerged from this research follows this latter section.
