The issue of struggling readers is a major concern in the field of education. An overwhelming number of students are beginning school ill-equipped to read. The purpose of this quantitative study was to explore the effect of an interactive literacy website on the reading comprehension scores of 2nd grade students identified as struggling readers. The theoretical framework was based on Gardner's theory of multiple intelligences as well as constructivism. The research question examined differences in reading comprehension scores of 14 students on both Standardized Testing and Reporting (STAR) and Accelerated Reading tests between students who used the website and those who did not. A control group, pretest-posttest design, with both paired-samples and independent-samples t tests, was used to collect and analyze the data. Results indicated that both groups showed strong within-group improvement on each dependent variable measure over the duration of the study. Although the experimental group scored higher (M = 1.87, SD = 0.46) than did the control group (M = 1.73, SD = 0.61) on the STAR assessment, the difference (Diff = 0.14) was not statistically significant [t(12) = 0.50, p = 0.82]. Results of the between-group statistical analyses showed no statistical differences between the 2 groups on the STAR posttest and only minor differences in one of the Accelerated Reader (AR) administrations. This study contributes to social change by providing data to local school administrators in order to assist with planning regarding the use of technology to enhance reading skills of students. [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.]