This text investigates the pedagogical strategies required to effectively integrate computer technology into reading and writing curricula. Sherry Hill Howie, an expert in literacy education, draws upon classroom observations and instructional theory to provide a framework for educators. The book argues that technology should serve as a tool for enhancing cognitive processes in language arts rather than acting as a replacement for traditional instruction.

The subject matter points to a foundational, historical perspective on the early adoption of computing in the classroom. The framing suggests a practical, instructional guide intended for educators navigating the transition to digital literacy tools in the late 1980s.