In the current study, the researcher investigated if there was a significant difference in Texas English Language Proficiency Assessment System (TELPAS) reading scale scores between English as a Second Language students who were instructed using the System 44 program and students who were instructed in a more traditional setting. The current study was conducted using a quantitative research method. Data for the current study was collected from two different secondary high school groups, Group A: intervention schools that did use the System 44 program versus Group B: schools that did not use the System 44 program. Each of these secondary groups had similar student populations, taken from a large urban district in North Texas. The intervention schools Group A were the schools that had access to the System 44 software program where students received the System 44 intervention program for the 2014-2015 and 2015-2016 academic school years. Only students categorized as ESL by the district and who later took the TELPAS examination for the 2014-2015 and 2015-2016 academic school years were selected. Students included also had to identify as Hispanic or Latino on Public Education Information Management System (PEIMS). The purpose of the current study was to determine if participation in the System 44 program is related to improvement in English reading proficiency among English Language Learners, specifically on TELPAS reading scores. The researcher examined TELPAS reading scores by comparing the mean System 44 scores between two groups: one using the System 44 program across the District and one not using the supplemental reading support program. The results show students who used System 44 had lower TELPAS reading scores versus students who did not use the program. The second purpose of the current study was to determine the impact System 44 had on students' TELPAS reading scores after using the software for two consecutive years versus one year. Prolonged exposure to System 44 did not show an improvement on TELPAS reading scores. The last purpose of the current study was to see if there was a difference in TELPAS reading scores for students who received instruction using System 44 based on gender. Results show no difference in scores between gender. [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.]