Considering what is known about computers, reading strategies, and cognitive theory, there is no doubt that computer technology has the potential to make a difference in schools. However, program development and school site implementation need careful guidance from educators and researchers who are knowledgeable about process research, aware of school needs, and sensitive to school conditions. Instructional use of computer technology is presently limited in scope, haphazardly organized and administered, and accompanied by software that does not reflect current knowledge of the reading process. Many teachers and administrators are uncomfortable with computer technology and are uncertain about its ability to benefit school programs. If the issues of implementation and acceptance are not addressed jointly by educators and the computer industry, innovative learning experiences and computer literacy may be accessible only to select groups--increasing, rather than helping to eliminate, equity problems in both school and society. (HOD)