The purpose of this qualitative, descriptive study was to explore how teachers described their experiences using ICT to help students build upon previous knowledge and stay active when constructing knowledge in reading in Title I schools. Constructivism was the learning theory used for this study. The research questions for the present study were: RQ1: How do K-8 teachers describe their experiences using ICT to help learners build upon previous knowledge in reading in Title I schools? RQ2: How do K-8 teachers describe their experiences using ICT to help learners stay active when constructing knowledge in reading in Title I schools? The location for the study was Phoenix, Arizona. The present study used a qualitative methodology and a descriptive design. Ten K-8 reading teachers participated in one-on-one interviews, and six K-8 reading teachers participated in a focus group. Braun and Clarke's six-step thematic analysis was used for data analysis. There were three themes derived from the data including: Repeated use of ICT for reteaching and remediation enhances reading skills, Use of ICT provides individualized reading instruction that reduces achievement gaps and helps students master new skills, and Multiple forms of interaction with ICT, both self-directed and collaborative maintain engagement and interest in the subject matter. The present study concluded that K-8 reading teachers used ICT as a reading intervention that keeps student active when closing achievement gaps between high and low-performing students. Implications and directions for future research are presented. [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.]