English Language Learners (ELLs) in North Carolina do not achieve reading proficiency in the primary grades, resulting in a continuous achievement gap between ELLs and their non-ELL peers on state and federally mandated reading assessments. The variance in academic outcomes suggests that the linguistic and educational support ELLs need to experience academic achievement are not being met in the primary grades. To provide equitable learning experiences for ELLs, educators must implement research-based program models to build foundational literacy and language skills in this diverse learner population. The theoretical framework for this quantitative, quasi-experimental causal-comparative study included constructivism, the socio-cultural theory of learning, and the schema theory. The purpose of the study was to study students who had received instruction in a blended learning environment integrated with Imagine Language & Literacy and were enrolled in North Carolina elementary schools to determine if there was a statistical significance in mean scores measured pretest/posttest. Archived pretest/posttest scores of 175 students were selected through purposive sampling. Data analysis of the mean pretest/posttest scores using a paired-samples t-test found that there was a statistically significant difference in reading proficiency pretest (M=500.94, SD=9.18) and posttest (M= 543.79, SD=8.03), t(174) =7.76, p<0.001. Analyzing the data by student gender using an independent samples t-test found no significant difference between the two groups. The study results suggest that ELLs who receive instruction in a blended environment, integrated with Imagine Language & Literacy, increase their reading proficiency levels. [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.]