Background: The Waterford Early Reading Program (WERP), a technology-based program for early elementary grades, was provided through Arizona all day kindergarten funds to kindergarten students in 15 Title I elementary schools in the Tucson Unified School District (TUSD) in the 2005-06 school year. The purpose of this study is to evaluate the reading achievement of kindergartners in the WERP schools and in a Comparison group of 15 schools in the same district. The schools where the WERP was implemented are identified in this report as Schools A-L. The comparison schools are identified as Schools M-AA. Research Design: This evaluation design was a comparison-group study (quasi-experimental design) involving a treatment (WERP) implemented in 15 Title I schools ranked with the highest percentages of students on free/reduced lunch. A Comparison group of 15 schools was selected from those with the next highest percentages of students on free/reduced lunch. The comparison schools did not receive the WERP. Both matching techniques and statistical controls were used to make the groups similar in the analysis. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Initial Sound Fluency, Letter Naming Fluency, Word Use Fluency, Phoneme Segmentation Fluency, and Nonsense Word Fluency and the district's Core Curriculum Standard Assessment (CCSA) Reading Test were given as pretests and posttests during the school year. In addition, the amount of time that each kindergartner used the WERP computer software was extracted from the software and used in the analysis. Statistical Analysis: Dependent samples t-tests were used to determine gains for the WERP and Comparison groups, and gain score analysis was used to compare these gains for the WERP and Comparison schools. Analysis of covariance was used to adjust the posttest means for differences on the pretest means of the students. Data were disaggregated by school, gender, ethnicity, pretest achievement quartiles, primary home language, and English language learner (ELL) status in order to determine patterns of achievement among these groups. (Contains 22 tables and 16 figures.)