At a Title I School located in Central Georgia, 91% of the student population is performing below grade level. Lexia-Core 5 is a reading software program purchased by a Central Georgia school district to help students improve in reading. The purpose of this quantitative descriptive and causal-comparative study was to examine the impact of the RTI-Lexia reading program on the academic performance of 2nd-grade students as measured by the "STAR Reading Assessment." Specifically, the goals were to: (a) examine what reading gains exist, if any between 2nd grade students in their first semester of their 2nd grade year, who begin the Lexia reading program at the beginning their first-grade year, (b) identify if there is a statistically significant difference in the reading gains of 2nd grade male students who receive the RTI-Lexia reading program and 2nd grade female students who receive the RTI-Lexia reading program, and (c) examine how and if gains differ for the 2nd grade students receiving the RTI-Lexia reading program who perform low, average, and high on the pretest of the Star 360 Reading Assessment. The archival data was collected from the school district's research department and contained the dataset of 42 students' regularly scheduled "STAR Reading assessments," four measures from their first-grade year (i.e., Time 1, Time 2, Time 3, Time 4) and two measures from their second-grade year (i.e., Time 5, Time 6), along with the student usage data for Lexia Core 5. Descriptive statistics for the participants indicated students met the weekly recommended time on Lexia. The mixed ANOVA revealed statistically significant reading gains were made for the participating students as a whole. No significant differences were found between reading gains for males and females or between low, middle, and high performing groups. The RTI-Lexia reading program has a positive effect on student reading performance and equally serves males and females and students of all reading levels. Recommendations include focus on addressing the dip in student growth when students return from summer break and expanding the current study to encompass a wider range of student data. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]