Up to now it has not been possible to produce clear-cut empirical confirmation of a specific superiority of computer training over traditional intervention programmes (Torgesen et al., 2009; Zimdars et al., 2006).In the present investigation, for the first time a group of children in the first class of primary school who were taught using the computer-supported method ?Lilos Lesewelt 1? (Lilo?s Reading World 1) were compared in terms of the accuracy and fluency of their reading, their phonological awareness and their metalinguistic abilities with two control groups who learned to read by means of conventional methods. A basic comparability of the groups was ensured by taking into account cognitive precursors existing at entry to school which were relevant for reading development, and by the inclusion on the basis of a questionnaire to parents of contextual conditions both within the family and external to it. At the end of their first year, all of the groups possessed practically identical basal reading skills in both the accuracy and fluency of their reading. However, in comparison to the two control groups, the experimental group demonstrated noticeably better skills in phoneme synthesis and metalinguistic abilities at a clearly higher level. The results do not provide any argument in support of an assumption that the computer-supported group displayed better basal reading skills when compared with the two control groups. However, it was certainly possible to demonstrate a higher level of the phonological awareness and the metalinguistic abilities in the computer-supported group in comparison with the conventional groups at the end of the first class of primary school.