Evaluation at the end of the first year of a 3-year project to use microcomputers to improve the reading and language skills of Limited English Proficient (LEP) Native American students revealed that the major objective was not reached, but there were achievements nonetheless. Lakota (Sioux) children constitute 10% of the Rapid City, South Dakota school population; the project focused on two elementary schools with the highest numbers of Lakota children. In these two schools, 79% of the Lakota students (grades 3-6) were found to be LEP. According to the project's objectives, at the end of the first year 75% of the students would gain a minimum of 3 Normal Curve Equivalents (NCEs) as measured by pre- and post-testing with the Comprehensive Tests of Basic Skills (CTBS). Composite reading scores (N=72) were enhanced at both schools; although the 75% objective was not realized, 59.8% of School A participants and 55.3% of School B participants met the established criterion level. About one-third of the students doubled the established minimum and achieved an NCE growth of 6.0 or greater. Four students in each school raised their scores by 20 NCEs or more. Poor record keeping hampered comparative evaluation of computer assisted instruction processes. (BRR)