This study investigates the impact of the MindPlay Reading program on student literacy achievement in Dayton City Schools, Ohio, during the 2021-2022 academic year. A correlational analysis was conducted in collaboration with LXD Research to examine the relationship between MindPlay usage and student outcomes on literacy assessments. The sample included 3,444 students in grades 2-6, with 66% identifying as Black, 33% as White, and 13% as English Language Learners (ELL). Student progress was measured using MindPlay's internal assessments and NWEA MAP Growth, a standardized reading assessment that generates Rasch unIT (RIT) scores. Results indicated a positive correlation between increased usage of MindPlay Reading and higher Spring RIT scores. Students who engaged with the program for at least 60 hours (approximately 20 minutes per day) demonstrated above-average growth, closing critical skill gaps. MindPlay Reading, a digital literacy intervention with video instruction and interactive practice, offers a comprehensive approach to phoneme awareness, phonics, vocabulary, fluency, and comprehension. This research supports the program's effectiveness in promoting significant literacy gains in diverse student populations.