This preliminary investigation examined the effects of a computerized independent reading program on the oral reading fluency, reading growth rates, vocabulary development, Common Core State Standards information text comprehension, and comprehension of fictional story passages of four Hispanic students and one Caucasian student identified as being a struggling reader and receiving special education services in the sixth grade. Participants were selected for this study based on having below average reading scores according to classroom teacher observations and work samples. Participants engaged in a supplemental, computer-based reading program designed to improve reading fluency, vocabulary, and comprehension. Treatment sessions were conducted 2–3 times per week, for 8 weeks. Following the treatment, each participant received a Curriculum based measurement using a benchmark assessment as a post-test measure. A pre-intervention/post-intervention analysis showed that all of the participants increased their reading fluency, 4 out of 5 of the participants increased their vocabulary, 3 out of 5 of the participants increased their CCSS reading scores, and 3 out of 5 of the participants increased their comprehension of fictional text. However, these results were found not to be statistically significant. The findings are discussed in the context of reading needs for English language learners and instruction for students with disabilities who are struggling readers going into secondary education.