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Computer reading software programs give the student the opportunity to manipulate text and have words and sentences presented in a way that makes learning the sounds and words easier. Teachers are better able to individualize reading instruction by having the ability to construct customized reading materials. Children with visual impairments and visual processing difficulties can have larger sized text and extra spacing between words. Text can be repeated as often as necessary and the rate or pace of speech can be adjusted for students with auditory processing difficulties. The use of graphics, sound, and animation can help to motivate and encourage children to complete reading tasks more successfully.

Computer-aided writing software can assist students with handwriting and other expressive writing problems. Talking word processing programs can make writing tasks easier for students with learning disabilities.

Children who blog, text or use social networking websites are more confident about their writing skills, according to the National Literacy Trust.A survey of 3,001 children aged nine to 16 found that 24% had their own blog and 82% sent text messages at least once a month. In addition 73% used instant messaging services to chat online with friends. However, 77% still put real pen to paper to write notes in class or do their school homework. Of the children who neither blogged nor used social network sites, 47% rated their writing as "good" or "very good", while 61% of the bloggers and 56% of the social networkers said the same. "Our research suggests a strong correlation between kids using technology and wider patterns of reading and writing," Jonathan Douglas, director of the National Literacy Trust, told BBC News.

kids that text read more than what we did as children because they have more access to writing.  Simply put, they do not read and write the same things that we did.

For instance, in her classroom, Sullivan uses photos licensed under creative commons, an alternative to copyright that allows varying degrees of sharing, as a jumping-off point to start a conversation with her students. “It gives them a mental image to connect to,” she says, “a familiar, relatable scene so we can discuss what we see in the photo as a class and build the vocabulary.”

Sullivan also uses audio recorders to have student-teachers read sets of vocabulary words, then she creates matching PowerPoint presentations with the words and burns them onto DVDs for the students to take home and listen to.

Working with two elementary schools in Kansas, Frey observed 27 2nd through 4th graders over 16 weeks as they used webcams to see themselves reading and then he identified their mistakes. Within the first five weeks of the experiment, all of the grade levels made at least two fewer mistakes per minute.