Firsthand classroom observations on the use of computers in instruction reveal some excellent uses of the computer, particularly with reading and writing instruction. Yet there are many schools in which most children are denied access to computers. The children most likely to be using computers are those who attend suburban or small city schools where concerned parents help the schools acquire the computers. Often parents are involved in donating computers, backing Parent Teacher Association purchases of computers, teaching teachers and children to use computers, demonstrating computer products as volunteers in the classroom, creating programs tailor-made to the expressed wishes of their children's teacher, and buying computers for their children in ever-increasing numbers. The use of computers actually can, and often does, enhance communication between parents and children. In some cases, teachers are sending home printouts of children's dictated stories. The existence of and the gradual increase in the enjoyment of adventure games (as well as simulations and interactive fiction) by parents and children both at home and at school or work are matched only by their phenomenal acceptance and the use of word processing programs. And both of these uses of the computer require a lot of reading. A major implication for educators is that the computer is making it even more essential that we teach children to read and to read well; students need fluent reading and rapid comprehension skills. (HOD)