This report is a description and evaluation of two computer-based learning environments, Rappin' Reader and Say Say Oh Playmate, that build upon the lived literacy experiences African-American children bring to classrooms as scaffolds for early literacy instruction. When Rappin' Reader and Say Say Oh Playmate were used with low-socioeconomic-status African-American first to fourth graders attending after school tutoring/mentoring programs, students made substantial gains on literacy measures such as sight word knowledge. The results suggest at least modest benefits from using culturally responsive reading materials and a computer-based learning environment in literacy instruction. Contains 37 references, 6 tables and 5 figures of data. (Author/RS)