A study examined the effect of extended use of computers on reading achievement. The study population consisted of 75 seventh-grade students at the J. N. Thorp Elementary School located in a predominantly low income socio-economic neighborhood of South Chicago. Of this total, 15 students were subjected to an intensive computer assisted instruction program, while 15 others, randomly selected from the remaining group of 60, received no computer training and served as a control group. The reading subtest of the Iowa Tests of Basic Skills served as the pre- and posttest. Results indicated a statistically significant increase in reading achievement of the students who used computers. (One table of data is included; 13 references are attached.) (RS)