National and state assessment data indicate that Hispanic students in American schools lag behind their peers in reading. Schools are struggling to meet the educational challenges of the Hispanic subgroup of students. Effective strategies and intervention tools need to be determined. Though the issue has been identified and schools under the scrutiny of No Child Left Behind legislation are monitoring data and are aware of the current performance of the Hispanic students, researched approaches are needed to instruct and support the students. This study was conducted to determine if an online supplemental reading program, Read Live™, was an effective tool to support literacy growth for Hispanic students compared to a teacher led small group approach. The study was conducted with students in grades five and six who received reading intervention sessions. The results of the study revealed that although the students made gains using the Read Live™ program, comparatively there were not statistically significant gains with the Read Live™ program. [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.]