While it is widely recognized that comprehension monitoring is an important reading comprehension ability, effective methods for teaching readers to recognize and overcome various comprehension obstacles have not yet been conclusively identified. To determine if microcomputers could be used to teach students to overcome such obstacles, 41 fourth grade students were randomly assigned to groups in a Solomon four-group design. The four groups were (1) a control group that received no treatment and that did not complete the Real World Reading Test (RWRT) as a pretest; (2) a control group that received no treatment, but that did complete the RWRT; (3) an experimental group that did not complete the RWRT as a pretest; and (4) an experimental group that did. Students in all groups took the RWRT as a posttest, as well as the Gates-MacGinitie reading comprehension test as a pretest. The students in the experimental groups worked at microcomputers using materials especially designed to teach comprehension monitoring, while the students in the control groups were not exposed to microcomputer instruction. Results indicated that the treatment was minimally effective. (FL)