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This study proposed to answer research questions about the efficacy of using computer-assisted instruction (CAI) to augment kindergarten emergent reading skills. Five assessment instruments were used to measure kindergarten students' emergent reading skills. In this quasi-experimental design (experimental school vs. control school), repeated measures were used (pretest and posttest). Change scores (posttest minus pretest) were calculated to run analyses. Morrow's Story Retelling was significant for the experimental group, p=.006. The Woodcock-Johnson Passage Comprehension (WJPC) subtest was significant for the interaction of group and type of kindergarten program, p=.005, meaning more children in full day programs and using CAI were reading and understanding passages. Unrelated to the hypotheses that were tested, the Phonological Aware...