To measure the effectiveness of the computer based instructional system designed to develop the writing and reading skills of kindergarten and first grade students, Writing to Read (WTR), which was implemented by three Kettering (Ohio) Elementary Schools in l988 and three more in 1989, was examined in five areas related to the program. Results indicated: (l) first graders' attitudes and feelings about WTR were generally positive; (2) the majority of parents were pleased with the program and feeling it should continue; (3) WTR teachers were concerned about implementation problems as well as with a readiness/development issue; (4) a comparison of the reading and language scores of second graders, who had or had not participated in the WTR program as first graders, taken from the Comprehensive Test of Basic Skills, found the WRT mean higher than the non-WTR (NWTR) mean; and (5) in 1988-89 there was a significant Reading Total difference between the WTR and NWTR subgroups with significant differences also in Language Mechanics, Language Expression, and Language Totals. (NH)