ABSTRACT
It is almost paradoxical to speak of reviewing the research on technology and comprehension. While technology is most often used to refer to computer technology, there are numerous other technologies that affect literacy and, more specifi cally, comprehension. Writing and printing are also technologies themselves, as Kamil, Intrator, and Kim (2000) have noted. This means that common usage favors some technologies over others. In the subsequent discussion, we will yield to common usage and focus primarily on the uses of computers for reading and instruction of reading, and most specifi cally on research that examines measures of comprehension. Despite the increasing emphasis on the use of computers in schools, there is a dearth of studies of the effects of computer technologies on literacy.
