The paper describes the Writing to Read instructional system and its implementation in five Albuquerque (New Mexico) public schools with kindergarten, first grade, and special education students. The Writing to Read System is a multisensory, multimedia literacy program and involves five types of materials: a computer-based instructional program; correlated student work journals; word processing; language-development activities; and use of read-along tapes of children's literature. Students use the program for 1 hour each day. Pretests and posttests given 2 months apart were used to evaluate the program. Major findings indicated that, on standardized reading tests, kindergarten and primary special education students receiving the Writing to Read instruction progressed almost five times faster than did students in the comparison group. In addition, the Writing to Read System proved to be an effective intervention strategy for students who had been referred for special education testing but who had not yet been tested or placed. Contains nine references. (DB)