An essential goal of educational instruction is to ensure that all students become competent readers. To support students in becoming qualified readers, teachers need to identify struggling students and implement adequate curriculum programs. This study examined the effects of a computer-adaptive reading program on third-grade students' reading achievement, accounting for their achievement level, their usage of computer-adaptive reading program, gender, and free and reduced lunch eligibility. Results indicated that students in the lowest academic level (below the 20th percentile; n = 5,042, 65.6% eligible for free and reduced lunch) and in the greatest need of intensive reading instruction evidenced greater gains than those above the 20th percentile (n = 17,920, 47.4% eligible for free and reduced lunch), exceeding normed expectations. On average, the achievement gap for students in the lowest academic level remained evident. The study provided evidence regarding the benefits of computer-adaptive environments to narrow achievement inequalities and increase opportunities for students who are at the greatest risk of reading failure.