This study investigated the usefulness of technology in students’ reading effectiveness in Nigerian secondary schools. The study was a pre-test, post-test experimental design. The study involved 180 students form senior secondary schools in Oyo State, Nigeria. They were selected through purposive random sampling. Four instruments were used for data collection. There null hypotheses were tested at 0.05 level of significance. Data collected were analyzed using the analysis of covariance (ANOVA) and Scheffe post-hoc analysis. There was significant main effect of treatment on students’ achievement in and attitude towards reading comprehension in English Language. The students exposed to technology strategy obtained the highest post-test mean score, followed by textual strategy group and those in conventional group had the lowest means attitudinal score. However, educational background did not affect the students’ reading comprehension in English. It is therefore recommended that technology be incorporated alongside text books in teaching reading comprehension in Nigerian public secondary schools.