To study the role of reading in secondary schools and how it may be improved through computers, a year-long study was conducted to examine which of two methods of teaching reading skills, an instructor-led class vs. computer-assisted language learning (CALL), aided secondary students in improving the literal, inferential, and evaluative levels of reading skills. This experimental research study included two randomly selected groups of ninth-grade students of a public sector secondary school of District Khairpur Mir's, Sindh, Pakistan. Both groups received 24 reading lessons either through CALL or through an instructor-led method. Participants' reading skills were measured by pre- and post-tests by a panel of three examiners. A paired one-tailed t-test was used to analyze test scores. Results show that CALL was 35% more effective than the traditional instructor-led class. Although the study suggests that CALL provides a more conducive learning environment for teaching reading, it must be used effectively.