Fluency is one of the critical factors necessary for proficient reading due to its connection with reading comprehension yet many students with reading difficulties struggle to become efficient readers of connected text. The purpose of the current study was to examine the effects of a digital reading fluency program that incorporates evidence-based practices such as repeated reading, immediate error correction, modeling, and graphing of performance to improve the oral reading fluency of four elementary students with significant reading difficulties. Using a single-case, multiple probe across participants design, results indicated the Great Leaps Digital Reading Program was an effective intervention for increasing the oral reading fluency of both within-program and grade-level reading passages. Implications of results and future research are discussed.