The low test scores on third graders' Illinois State Assessment Test (ISAT) is a concern in the Allgood Elementary School community. Thirty percent of third graders are retained because they do not meet the standard on the ISAT. A technology-assisted reading program, Study Island, was implemented to increase reading proficiency. The purpose of this study was to determine if there was an improvement in standardized test performance after the implementation of Study Island for the academic school years 2009-2012. Dewey's theory of experience provided the theoretical framework for the study because when students are engaged in hands on experience in education it reflects a meaningful learning experience. A correlational study was conducted to examine whether the computer-based program had an effect on student reading performance on the ISAT. The sample consisted of students in two third-grade classrooms (N = 305) enrolled during these years. Archived ISAT scores were used to compare student performance. A one-way ANOVA determined whether statistically significant differences existed in the mean scores of students who did and did not use the Study Island reading program. The results show, ISAT scores were significantly higher only after the second year of implementation of the program. The findings, presented in a white paper, can promote social change by helping school officials make informed decisions on implementing Study Island, ultimately to improve reading outcomes for students and help them become critical thinkers in society.