Illiteracy rates are increasing. The negative social and economic effects caused by weak reading skills include political unrest, social and health service inequality, poverty, and employment challenges. This quantitative study explored the proposition that the use of computer software games would increase reading achievement in second grade students when measured by the Oral Reading Fluency(TM) (DORF(TM)) component of the Dynamic Indicators of Basic Early Literacy Skills(TM) (DIBELS(TM)) test. The idea that technology can support education has theoretical connections in learning style research, constructivism, and motivational theories. The DIBELS instrument was chosen to measure reading achievement because it is a standardized test proven to be both valid and reliable in many studies. A total of 73 students participated. The treatment group played Reading Blaster(TM) games three times per week in 20 minute segments for a total of six weeks. Pretests and posttests were compared and a difference score was generated for each participant. A t test on the difference scores indicated that the computer software did not have a significant effect on reading achievement. The results of this will contribute to the body of knowledge surrounding technology use in educational settings. Social change may take place as literacy rates increase. This study encourages educators to critically analyze software programs used in the classroom setting; furthermore, the study encourages the software industry to become more cognizant of the potential impact, both positive and negative, the products they produce and market as educational may have on society. [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.]