The use of microcomputers to teach underprepared readers at the City University of New York (CUNY) is the focus of this report. A review of the literature highlights both the instructional and the noninstructional uses to which computers are being put in the college reading classroom today. The report points out (1) that software is a problem, since there are few commercially available packages for use with poorly prepared readers; and (2) that although a few faculty have attempted to remedy this situation by developing appropriate programs, most CUNY reading teachers lack the time and resources to create software that encourages thinking, decision making, and writing as distinct from the usual drill and practice variety. Guidelines are presented for evaluating new commercial reading packages, and the concluding section suggests several approaches that colleges and universities might use to help their reading faculty choose or develop appropriate computer software and integrate it into their courses. Lists of references and resources to which the busy reading teacher can turn for assistance complete the report. (RBW)