A study examined whether implementing reading computer assisted instruction compared to traditional reading instruction will produce more effective comprehension at the elementary school level. Subjects, 30 fifth-grade boys and girls in a low socioeconomic area of Brooklyn, New York, were divided into experimental and control groups. Subjects in the experimental group used a computer 1 day a week for 9 weeks to read and answer questions on reading passages. Subjects in the control group read and answered questions on reading passages using handouts. Results indicated that both groups increased their reading comprehension scores, and that no statistically significant differences in reading comprehension between the groups existed. Results also indicated that even though both groups had an overall positive attitude toward reading and computers, the experimental group's positive attitude seemed more definite. The implication for instruction is that if a group of students is given access to computer assisted reading instruction, reading scores and reading comprehension will increase. (Contains 37 references, 8 appendixes of data, and 4 survey instruments.) (RS)