One way to help minority students with limited English proficiency (LEP) achieve a higher level of literacy is to use computers in language arts classes. Word processors now enable the production of software that involves students in text production and manipulation. This development has made it possible to introduce the computer into the classroom as a tool for writing. Spanish-speaking first- and second-grade students were instructed: (1) through the language experience approach and used computers to write their stories; (2) in the language experience approach and used pencil and paper to write their stories; or (3) in a traditional bilingual program. The scores of groups instructed through the language experience approach were higher than those of controls. Vocabulary reading and writing scores of the computer users were significantly higher than scores of those using pencil and paper. Children using computers experimented more with language, edited their stories more, and appeared to read their stories more than children using pencil and paper. Computer users' stories were generally longer than those written with pencil on paper. Generally, findings suggest that word processing has both affective and cognitive advantages for the LEP student. A two-page list of references concludes the document. (RH)