This study focused on using technology to supplement a phonics based reading program. The research took place in a transition class (a class between kindergarten and first grade for students who are not mature enough for first grade but who do not need to repeat kindergarten) in Knox County (Tennessee) Schools. The class was divided into two groups with seven children in each group. The letter books T and F were chosen for the research. The control group received instruction in the letter book and in traditional paper and pencil activities. The experimental group received instruction in the letter book, but they also received 20 minutes of computer instruction a day. The computer and traditional practice of the letters was done independently by the students with little or no assistance from the teacher. The following hypothesis was stated: there is no difference in learning as measured on the teacher created pre-test and post-test between the children in a transition class who had used the computer software as a supplement to the regular reading curriculum and those transition students who had not used the computer software, at the 0.05 level. Statistically there was no difference between the control and the experimental group in the pre-test scores, thus proving that the two groups were equal at the beginning of the study. Post-test scores were analyzed and differences between the two groups were not statistically significant. (Contains 18 references and 2 tables of data.) (RS)