The purpose of this study was to examine whether computer-assisted instruction integrated with lecture/discussion would improve student performance in developmental English when compared to a traditional lecture/discussion instructional method. A total of 180 community college students were enrolled in one of six sections of developmental English. Two-full time instructors each conducted one traditional lecture/discussion and each facilitated one section of the computer-assisted program using the INVEST software and one section of the computer-assisted program using the PLATO software. The research questions addressed were: (1) Is there a difference in achievement among students who are taught developmental English using either software as compared to students who receive instruction through traditional methods? (2) Is there are difference in achievement among students in Associate of Arts or Associate of Science degree programs who are taught developmental English using either software as compare to students receive instruction through traditional methods? The Multiple Assessment Programs and Services (MAPS) language arts pretest and posttest scores were used to measure writing achievement for all groups. A one-way Analysis of Covariance was used to analyze the relative effectiveness of the different instructional methods and to determine if differences existed between writing scores of Associate of Arts degree-seeking students and Associate of Science degree-seeking students by the different instructional methods. The results of this study support the research on the effectiveness of the computer-assisted instructional method for developmental English students. Contains 48 references. (Author)