While it is known that instructional technology improves academic achievement, there is little research about the integration of interactive whiteboards (IWBs) during Success For All (SFA) reading instruction. The purpose of this quantitative study was to determine whether there was a significant difference in reading achievement between third grade students taught with the SFA reading model where IWBs were not used and third grade students taught with the SFA reading model where IWBs were used. Reading scores were measured by the Scholastic Reading Inventory (SRI). Thompson and Fletcher-Flynn's theory of acquisition of reading, which is based on comprehension, was the theoretical framework for this study. Pre and post SRI scores were collected from 76 third graders. Independent samples t tests were used to compare the control and experimental groups at the pretest and posttest time points, and a repeated-measures ANOVA was used to examine whether the use of IWBs had an impact on reading achievement. The results of this study showed no significant difference in reading achievement between the IWB and non-IWB groups. The use of IWBs had little impact on reading achievement. These results added to past research about the use of IWBs in classrooms and identified areas of further study about the relationship of the use of IWBs to reading achievement and comprehension. The local findings may assist teachers and administrators in making decisions regarding the tools necessary for student academic success in reading. [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/en-US/products/dissertations/individuals.shtml.]