Abstract
Bennet discusses the assessment of an Internet-based reading program for English language learners (ELL) at a university preparatory program in the Middle East on the female campus. The reading software extends the 12th-grade reading level for ELL students. Teacher participants in the study chose not to give bonus or homework points for using the software outside of class. Students did not see reading as important or required since it was not an element of the curriculum. Students also did not use the software in any of the locations at the school outside of the classroom, even though the internet was available.