This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension of three urban first graders who were English language learners (ELLs) and showed reading/special education risk. The individually administered intervention consisted of repeated readings of culturally relevant passages delivered through computer software. A multiple baseline across participants revealed that after intervention, the participants increased their oral reading fluency and comprehension of novel culturally relevant (CR) passages, and to a slightly lesser extent, generalized these skills to AIMSweb (non-culturally relevant, NCR) passages. These findings are discussed relative to study effects for ELLs and the usefulness of this technology in urban classrooms.