A study investigated the effectiveness of an adapted Writing to Read (WTR) program that focused on the writing process and included the "Stories and More" software for literature-based emphasis. Over 1000 writing portfolio samples were collected from kindergarten through second grade students in 29 classrooms in 6 California school districts (Simi Valley, Ventura, Santa Barbara, Orcutt, Oxnard, and Port Hueneme). Included in the population were several Spanish language classrooms, English-as-a-Second Language classrooms, and classrooms with learning handicapped students. Data were collected from four control sites that had no WTR at all and one control site that had a WTR lab. A reading attitude survey was administered pre and post, and the reactions of teachers, parents, and school administrators were gathered. Results indicated that: (1) the project teachers successfully developed and demonstrated the use of Writing to Read adaptation that included Stories and More software; (2) teacher productivity was increased through the use of Microsoft Works and telecommunications capability; (3) students quickly made the computer a part of their daily life, while it took some teachers longer; (4) parents reported that their children wrote much more at home and loved writing; (5) teachers reported that these students wrote more than previous classes and at a higher quality level; (6) all students described themselves as readers and writers at the post survey; and (7) parents and principals overwhelmingly supported the program. Criteria for scoring writing samples, a classroom observer form, and teacher, principal, and parent questionnaires (one in Spanish) are attached. (RS)