This paper describes the investigation of a computerized measure of reading rate as measured by the new Nelson-Denny Reading Test CD-ROM (1993). This study addressed three aspects of validity: (1) score comparability between reading rate measured by the computer version and the paper-and-pencil version; (2) concurrent validity with reading comprehension; (3) and predictive validity with academic achievement. Concurrent validity was studied through a score equivalence special study with 182 high school and college students taking both the computerized and paper-and-pencil versions. Mean score differences were not statistically significant, and correlations were significant at the .05 level. Construct validity was displayed through a curvilinear relationship with reading comprehension in addition to adding a significant increase to predicted variance for reading comprehension after reading vocabulary was first used as a predictor. Predictive validity was demonstrated by significant additions to the percent of variance explained in the prediction of high school and English course grades after the reading total score was first used as a predictor. The results of this study support the use of this computerized measure of reading rate and suggest several areas of possible usefulness in the understanding of reading comprehension and the prediction of academic achievement. (Contains 2 figures, 3 tables, and 15 references.) (Author/SLD)