Owing to the importance of computer-assisted reading and considering the prominent role of learners in this respect, the present study investigated: (1) the effects of computer as a supplemental tool to support and improve the Iranian EFL learners’ reading comprehension in comparison with equivalent non-technological or traditional print-based treatments, (2) EFL learners’ attitudes and perception towards the computer-assisted reading course.To this purpose, 111 randomly selected groups of EFL learners participated in the study. The subjects were divided into two groups of control and experimental. Both groups received 10 reading lessons either through computers or through an instructor-led method. The statistical analysis revealed no significant difference between the learners who had access to reading supports on computer screen and their counterparts in the traditional reading classes. Learners were also allowed to express their ideas on a 5-point Likert Scale. The purpose of the attitude questionnaire was to find out more information about the participants and their experiences with computer-assisted reading. Results of attitude questionnaire supported the conclusion that computers may enhance EFL learners’ motivation and interest towards learning but they do not enhance comprehension. The findings of this study support the view that technology should supplement not supplant teachers and that people read less accurately and less comprehensively on screens than on paper.