This study is an attempt to examine the effect of computer-assisted language learning (CALL) on reading comprehension in an Iranian English as a foreign language (EFL) context. It was hypothesized that CALL has an effect on reading comprehension. Forty female learners of English at intermediate level after administering a proficiency test were randomly selected as the participants of this study and assigned into two groups of experimental and control. The experimental group received treatment using three types of software. The control group had the same materials as on the printed texts. T-test was employed to compare students' reading comprehension post-tests. The results of t-test supported our research hypothesis that there is a significant difference between experimental and control groups in terms of reading comprehension. The findings of this study carry important implications for foreign language syllabus designers, curriculum planners, and language instructors. [For the complete volume, see ED574893.]