This study is about the efficacy of computer-assisted reading programs in a Pennsylvania middle school. This study aims to determine if there is a correlation between using computer-assisted reading programs and students’ reading assessment scores. The study also analyzes the relationship between students’ reading assessment scores and their grade level, gender, and ethnicity. This study pursued to answer the following questions: What is the effect of computer-assisted instruction on students’ reading assessment scores? What is the relationship between students’ reading assessment scores and their grade level, gender, and ethnicity? In the 21st century, schools all around the country engage computer-assisted reading programs. However, schools lack evidence of its effectiveness in student learning. This problem not only affects teachers’ planning but also affects student learning. The intent and spirit of the study will be to provide research evidence highlighting the efficacy of computer-assisted reading programs. The study results answered the two research questions and concluded that computer-assisted reading programs do not have much influence on student learning. Researchers can use this information and evidence for further investigation based on the study’s findings, such as using a larger population, different subject areas, and various computer-assisted learning programs. Computer-assisted learning is still in its infancy, and educators need more evidence to support their decisions to assist students in accessing their education.