The intent of this paper is to discuss the relationship between technology and reading. Specifically the researcher will investigate how educators can use technology to support reading in science and in math. Technology has continually changed the way people think, talk and communicate; it is now changing the way people learn in the classroom (Yaworski, 2000). Studies suggest that more and more technology is becoming a primary mode of information gathering, acquisition, delivery and exchange (Yaworski, 2000). .

             Educators must now "face the revolutionary effects of rapid technological advancement" combined with the challenge of keeping classrooms up to date (Yaworski, 2000: 19). One way that teachers can do this is by adopting new computer technologies to facilitated computer based instruction and greater reading ability and comprehension in the classroom. While computers won't necessarily improve reading comprehension in and of themselves in various subject content areas including science and math, they will provide student the motivation and "Efficient learning" they need to "Improve their reading skills and literacy" (Kuehner, 1999:149). This paper will discuss in greater depth how computers can facilitate better literacy and reading ability in math and science.

             In recent years computer based theories have suggested that learning in the classroom is best facilitated by a combination of teaching approaches including the use of computer based applications to stimulate critical reading skills and foster critical thinking (Yaworski, 2000; Horovitz, 1999). No where is this more evident than in math and science classrooms, where learners are consistently challenged with difficult subject or content to master. Computers can however facilitate greater mastery of the subject material and reading ability, particularly with respect to math and science. .