In this study we examined the benefits of computer programs designed to supplement regular reading instruction in an urban public school system. The programs provide systematic exercises for mastering word-attack strategies. Our findings indicate that first graders who participated in the programs made significant reading gains over the school year. Their post-test scores were slightly (but not significantly) greater than the post-test scores of control children who received regular reading instruction without the programs. When analyses were restricted to low-performing children eligible for Title I services, significantly higher post-test scores were obtained by the treatment group compared to the control group. At post-test Title I children in the treatment group performed at levels similar to non-Title I students.