A review of the literature investigated how computers have been used in relation to the teaching of reading over the last 20 years, how effective those endeavors and research studies (mainly conducted at the college level) have been, and what computer instructional programs in the area of reading need to address. Various efforts have been made to include the computer in the reading classroom as an instructional tool. Research has also been carried out to determine and assess the effectiveness of various kinds of computer uses, programs, and interventions in terms of improvement in reading achievement and comprehension. Despite these efforts, some of these programs have failed to include a sound pedagogical foundation or theoretical base in terms of how reading should be taught, and what should be emphasized in a reading program or curriculum. Reading, although it has been defined in a number of complex ways, can in general terms, best be defined as a process which involves the reader, the text, and the interaction between reader and text. It is important that computer programs designed to teach reading be based on such knowledge about the reading process. Effective and successful reading computer programs are those that generate student participation. One of the more recent computer endeavors that carefully considers the second-language reading process is known as GALT (Glossing Authentic Language Texts). Computer assisted instruction and computer programs to teach reading hold great promise for becoming powerful instructional tools that increase students' engagement in reading, enhance reading comprehension, and improve reading skills. (RS)