This study evaluated the use of children's literature presented via one of three conditions: an adult reading a book to the child; the child reading a CD-ROM version of a book on the computer but without animation; and the child reading the book on the computer with high levels of animation. The study, in one primary grade classroom, involved 10 students with learning disabilities and 10 students without disabilities. Students preferred the high animation computer condition, spending almost four times as much time "reading" the book in this condition than the adult reader condition. However, students obtained the highest scores on comprehension questions in the adult-reader condition. The high animation condition appeared to mislead students into drawing wrong conclusions about the text. Students in the low-animation condition did not tend to make use of such features as clicking on words to hear them pronounced and requesting that pages be re-read. There were no statistical differences between students with and without learning disabilities on any dependent measures. (Contains 17 references.) (DB)