This study examined the impact of using a digital learning resource, Imagine Language + Literacy (IL+L), on elementary students' reading growth over the course of a single school year as measured by the Measures of Academic Progress (MAP) assessment. Reading progress while using the program was compared to a baseline year during which traditional teacher-led instruction was used. The results showed IL+L added value to the students' learning, allowing students to reach their projected performance levels. This maintained the rate of learning from the baseline year. In fact, there was no significant difference in students' growth using the digital learning resource compared to their growth with traditional instruction. Further analyses found that the amount of time using IL+L did not correlate with the amount of growth students made and that there were no differences among student demographic groups during the use of the digital resource, suggesting the program worked equally well for a variety of student groups. Results from this study may benefit administrators considering the integration of this or similar technology in their schools and presents a variety of discussion points when considering the benefits and limitations of such technology in the educational process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]