Student reading achievement is a concern throughout the City University of New York because it has shown to be a factor in their academic success in college. Students who do not achieve success in developmental reading either do not matriculate or drop out of college. The problem that this study will investigate is the instructional method in two developmental reading courses. Based on the response for the need to engage students in developmental reading, the purpose of this study was to examine whether a hybrid method of instruction has a positive impact on student reading achievement. Participants were 28 developmental reading students enrolled in the spring semester of 2017 at Bronx Community College. To measure reading achievement, quantitative data in the form of student grades on end of the semester exit exams was collected. Data was analysed using dependent-samples paired t-test and the results indicated a significant impact on reading achievement: t=0.360, p=0.011. There was a significant difference in traditional method exit exam scores and hybrid method exit exam scores. The null hypothesis was rejected: there is significant difference in reading achievement between the hybrid method of instruction and traditional method of instruction. Future research is needed to determine the impact of the hybrid method of instruction on developmental reading students in differing socioeconomic backgrounds, geographic locations and larger sample. [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.]