EFFECTING READING COMPREHENSION WITH COMPUTER QUIZZES The purpose of this study was to investigate the effect of periodic computer-based comprehension quizzes in reading classrooms. Two special education resource-reading classes were used in this study. The students in one of the classes (Class X) received periodic computer-based comprehension quizzes as they read various books. The students in the other class (Class Y) did not. Both classes received computer-based comprehension tests upon completion of reading various books. After 5 six week periods (5/6 of the school year), the overall average grades were compared of 10 students randomly selected from each