This paper discusses the use of computers to modify the learning processes of preschool children. Focusing on children from non-francophone, lower-class, immigrant families in a suburb of Paris, France, the paper discusses the development of specialized computer software to allow children to type the names of animals, objects, and people on the computer keyboard and cause colorful images to appear on the monitor. The program allowed children to construct a short story around the images on the screen. A second phase was the use of voice synthesizers so that the children could hear the letters and words that they typed, as well as listening to the whole story they had written. Findings of this study suggest that it is possible for children using computers to learn to write before they can read, and that with the use of voice synthesizers, computerized writing can contribute to phonological awareness and reading. These results indicate that computers can be an effective educational equalizer for language minority children from lower-class families. (MDM)