The IBM Writing to Read program for children in kindergarten and first grade uses computers with voice output and IBM selectric typewriters to encourage writing and hence reading development. A study examined whether increased writing activity without the use of the technology would produce similar gains in reading. A classroom from the IBM program (group A) and an experimental writing classroom (group B) were compared with each other and with a control classroom (group C). Group A used a lab five hours per week for computer-based instruction in sound-symbol relationships, followed by structured story-writing and reading. Group B received four weekly hours of structured story-writing followed by reading, discussing, and expanding the stories. Group C spent approximately two weekly hours in their usual writing activities. Scores showed that the IBM group's gains in Reading Comprehension and Reading Total were significantly higher than those of the control group. Mean gains for group B fell between the other two groups, differing significantly from neither. Among girls, mean gains were greatest in group A and, surprisingly, lowest in group B; however among boys, mean gains were highest in group A, lowest in group C. This suggests that structured writing time, regardless of technology, may have increased their reading abilities. The amount of time scheduled for structured writing appeared to be an important factor. (Student writing samples are included.) (Author/JG)