A study investigated differences in reading rate and comprehension scores of 8th grade students on a cloze reading exercise involving the reading of a cloze passage from 10 different modes of text presentation (8 different computer screen formats and 2 different paper formats). Subjects, 300 students in computer literacy classes from 7 schools in a large suburban school system, randomly placed into 1 of 10 treatment groups, read a passage with 50 missing words and wrote the missing words on an answer sheet. The time taken to complete the exercise was considered to be the subject's reading rate. The passages were scored to determine the subject's comprehension measure. Results indicated no significant differences in reading rate or comprehension for any of the 10 groups; thus the ability of individuals to comprehend text does not appear to be impaired by the decreased legibility of computer screens. (Four tables of data are included; 24 references are attached.) (RS)