Reading, writing, and computing, which are interrelated and can thrive on each other for literacy and intellectual growth, are in the process of becoming linked in instructional practice. As reading and writing become more demanding, their task is eased with computer use. The computer seems to provide the connection between composing, comprehension, and motivation, and thereby provides a highly supportive system. Reading, writing, and computing share the common skills of visual perception, auditory perception, thinking, and comprehension, and each skill reinforces the others. (Children who read and write well are the most effective in utilizing the computer.) A well presented story can do much to motivate children to write, as well as strengthen their writing skills, vocabulary development, sequential orders, organization, and creativity. The interaction possibilities presented by technology also add a unique dimension where children "enter" the story and interact with the characters. New computer controlled videodisks make it possible to store original materials in remote locations where any number of students can simultaneously access the same materials. With computers, the affective impact of literature can be made immediate, thereby promoting an individual's understanding, interest in, and desire to read. Eight footnotes are provided. (DJR)