Following the introduction of a one-credit practice lab, and computer-assisted practice into a developmental reading course at the Riverside Campus of Austin Community College (Texas), students made gains on course exit test scores. In an effort to determine whether the test-score gains were due to increased practice time or due to the use of computer software, a study was conducted of three cohorts of students in developmental reading skills courses at the college. Twenty-five students were enrolled in two fall 1991 classes using computer-assisted practice labs; 26 students were enrolled in two fall 1991 classes using text-based practice labs; and 52 students were enrolled in four spring 1989 classes utilizing both computer- and text-based instruction methods, but no practice lab. An analysis of student performance on the Nelson Denny Reading Test showed no significant differences between the computer-assisted practice group and the text-based practice group on post-test scores. However, the two practice lab groups (the 1991 cohorts) had significantly higher scores than the 1989 cohort which did not participate in the practice lab. Data graphs and tables are included. (PAA)