A study in eastern Ontario, Canada, evaluated a computer program, the Autoskill Component Reading Subskills Program, which was used to improve the reading comprehension of elementary school students identified as reading disabled. Subjects, 91 students from five school districts, were behind at least one grade in reading word recognition skills but were of average intellectual ability. They were trained on the Autoskill Program according to procedures specifically developed for three reading disability subtypes: oral reading, intermodal-associative, and sequential. Two control groups consisted of reading disabled students who did not receive any specific intervention except that which they were already obtaining in their schools, and students receiving alternate computer programs for remedial assistance. Results indicated that the Autoskill-trained students made significant gains in reading word recognition, phonetic skills, and paragraph reading. Findings also showed teacher and student evaluations of the program to be quite positive. These results replicated those of a previous field study, and additionally, represented more extensive benefits of the training procedures in that the transfer of training effects included paragraph reading and comprehension. (Comprehensive tables of data are included, and an extensive bibliography, a subject classification list according to school board and school, a qualitative analysis of silent and oral reading, and sample initial and final teacher evaluation forms are appended.) (NKA)