A Corporate Approach tothe2R's: A Critique of IBM's Writing to Read Program

I BM's Writing to Read (WTR) Pro gram represents the largest direct corporate intervention in basic skills instruction currently imple mented in this country. It merits re view for two reasons: (1) many school districts may be considering purchas ing it, and (2) it has yet to be subjected to rigorous critique. According to an IBM brochure, "WTR is a computer-based instruc tional system designed to develop the writing and reading skills of kinder garten and 1st grade students." The program is indeed enticing. It offers the promise of solving two major problems for school administrators: what to do about reading instruction in kindergarten and 1st grade and what to do about computers. More over, it seems to combine a wholelanguage approach to literacy without neglecting phonics; offers expensive new technology from a prestigious Fortune 100 corporation; and has an aura of advanced, researched educa tional techniques Not surprisingly, school districts are attracted to it (West 1989). The question remains, how ever: is it a good investment? To an swer this question, we examine the program from four perspectives: the language learning paradigm on which it is based, the computer program design, the research conducted on its effectiveness, and implementation con siderations (cost-effectiveness/market ing strategies). But, first, let's look briefly at what goes on in a WTR class.