The purpose of this study to evaulate the beginning reading and writing software. In the study, documant review which is one of the qualitative research techniques was used. Nine beginning reading-writing softwares randomly selected from the education software CD’s used in teaching of reading-writing in primary education of first grade students constituted the study group of the research. In analysis of the data, beginning readingwriting softwares were analysed through content analysed. The assessment instrument is formed of three parts including the use of software, the stages of teaching reading-writing and technical properties. As a consequence, it was observed that the softwares are not sufficient in terms of technical properties when the beginning reading writing educational softwares are examined. The activities to ensure the student participation were included in C, G and H softwares but the number of activities can be increased. The elements to boost the learner’s motivation are much more needed. Reading practices were more included in the softwares than writing practices. Reading-writing stages were followed in C, G and H softwares. Student participation can be encouraged and feedback, photographs, active songs and animation to boost the student’s motivation can be employed. The softwares where students can record what s/he has done, in which s/he can continue from where s/he left and where s/he can take the printouts of what s/he has done can be developed.