Evidence is presented for the efficacy of a new method of assessing reading comprehension using a standardized reading test that was formatted for computer presentation with simultaneous event-related brain potential (ERP) recordings. Reading comprehension abilities of 23 healthy undergraduate students were evaluated using ERPs. The results revealed a differential ERP response pattern for correct and incorrect test items. These response patterns were observed at individual participant levels. The findings provided further support for the use of ERPs in the neuropsychological assessment of patients who are difficult or impossible to assess using behavioral responses because of concomitant motoric and/or communicative limitations. (JINS, 2000, 6, 556–567.)