Computer applications related to reading instruction have become commonplace in schools and link with established components of the reading process, emergent skills, decoding, comprehension, vocabulary, and fluency. This article focuses on computer technology in conjunction with durable methods for building oral reading fluency when readers struggle. The article offers guidelines to enhance the likelihood that for the selection of technology will be congruent with effective practice. Finally, we suggest a model for usability for parents, teachers, and designers to create better and more functional instructionally oriented applications.