Whether electronic books, CD-ROM'S, or interactive media are beneficial in teaching reading should be determined on evidence that they aid reading comprehension. Reading is worthless unless one comprehends. In order to examine the effectiveness of electronic books in a reading program, the characteristics and attributes of how computer-based-instruction facilitates the learning process were investigated. Evidence points to the student's ability to increase word recognition and vocabulary as beneficial attributes of electronic books. Word recognition out of the context was not significantly affected by using electronic books. However, electronic books appeared to have increased in-context word recognition during reading, and increased the students' ability to create meaning of text. Using electronic books particularly when students were allowed to construct knowledge and freely recall information significantly increased their reading comprehension.