The relationship between computer-based and paper-based testing may vary. Students with special needs may or may not perform better on computer-based testing compared to paper-based testing. Over the past few decades, computers and technology have increased in society and in classrooms. The use of technology has increased during the era of the pandemic. The three articles in this dissertation are designed to discuss the importance, benefits, and the relationship between special needs students while utilizing computer-based testing vs paper-based. The first article, "Relationship Between Computer-based and the Traditional Paper-based Testing in Special Education: Correlational Study." This article studies the relationship technology has endured with special needs students. The quantitative study describes the background information on different testing modes and their effects on student performance. Research suggests that paper-based testing is the preferred method of testing for special education students. The second article, "The Use of Technology in Reading Comprehension for Special Needs Students and Struggling Readers," studies the relationship between computer-based and paper-based testing to measure reading comprehension for special-needs students. It is designed to provide background information on whether computer-based testing will show significant growth in reading comprehension. The third article is titled "Reading Components and Theories Aligned to Computer-Based Testing." This article focuses on learning theories and reading components for the successful evaluation of alignment with computer-based testing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]