Teacher knowledge and confidence in integrating ICT into lessons has grown, with support from initiatives such as the interactive whiteboards project, Hands-on Support funding and e-learning credits. There are also Primary National Strategy initiatives on the importance of visual literacy, including a pilot project being undertaken with the United Kingdom Literacy Association looking at the impact of ICT-based, multi-media texts on literacy development. Primary National Strategy consultants have had several days of ICT professional development, including theory, practice and the reading of ICT texts.

There are already many computer-based reading resources but a distinction needs to be made between paper-based texts that have been placed into an ICT format and texts which are fully interactive.

Many ICT 'books' are simply paper-based texts placed into an electronic media so they can be projected onto a screen for a class or group to share. Generally, these are conventional texts enhanced perhaps by illustrations or educational activities, and read in the same way as a book - in a linear manner, top to bottom, page one to the final page. Some word processing features such as being able to highlight text are often included to support group and whole class reading activities. Such versions are effective, well-used and popular resources and teachers have an extensive range from a variety of publishers to draw on.

ICT-based reading texts, however, open up a new concept in children's reading materials. These texts are not paper-based texts in electronic format, but original texts conceived and written for the ICT medium, which make full use of email, the worldwide web and computer games. Because of their interactive nature these texts could not exist in paper form. They involve the reader in the kinds of active reading and engagement that they encounter elsewhere in the electronic environment.

Research suggests that such texts provide high levels of motivation and engagement. They also demand that, as well as conventional linear reading, children undertake 'radial' reading, where the reader scans around the screen, taking in the many choices they can make. These can be signalled by drop-down menus, pop-up boxes, visual prompts and so on. The reader is invited to orchestrate information from multi-media sources, comparing and evaluating choices and information and navigating a complex text in different ways for different reading purposes.

Non-fiction resources that have these features exist on the internet but many are not appropriate for a child's reading level. Literature texts that include fully interactive features have existed for sometime in experimental adult literature found on the internet but there is little equivalent for developing readers.

Given development costs and the varied nature of classroom use of ICT, educational publishers have been slow to develop fully interactive reading texts for developing readers. However, this autumn term has seen the launch of a set of ICT fiction and non-fiction guided and shared reading materials that does not have, and could not have, a paper-based existence.

Longman Digitexts for key stage 2 combine print with sound and moving and still images. Importantly, they can be read through a variety of routes with the reader determining which one they take. They are non-linear, multi-layered and multimodal. During classroom trials, the highly motivating aspect of using such texts was apparent - as was children's ease in navigating the many possible reading routes. The technology allows for an access-level version of the text to be offered, so that less skilled readers can still encounter the fully interactive text, and develop the full range of radial reading skills, while encountering text matched to their learning needs.

Reading Longman Digitexts can develop pupils' higher-order reading skills in analysis, evaluation, and synthesis by, for example, comparing the combinations of text, still and moving images, and sound with standard print-based formats. A built-in electronic reading journal, a "digipad", encourages personal reflections and purposeful note taking.

As teachers seek to help children develop all forms of literacy, the provision of appropriately levelled, interactive ICT resources such as Longman Digitexts will be crucial. ICT texts have now taken a justified and welcome place in the range of available reading experiences teachers can offer children.

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