Data gathered from 25 rural public school districts in Texas during 2002-2003 were used to assess the impact of educator professional development and technology-intensive classroom learning activities on first- and second-grade students' reading achievement. Students from 18 school districts received the treatment while students from 7 randomly selected districts matching the treatment demographic criteria served as controls. Major findings were that the program was effective in fostering reading accuracy at the first- and second-grade levels and reading comprehension at the second-grade level. Effect sizes (ES) for identified areas of impact among treatment versus comparison sites were in the range of ES = 0.19 to ES = 0.65, meaningful values which are reinforced by alternative measures of significant (p less than 0.05) impact. These findings compare favorably with previously published studies of similar, successful educational interventions involving technology and reading.