Young children who experience difficulty learning to read are at an increased risk for reading failure and behavior problems. Emerging evidence suggests that improving the literacy skills of young struggling readers also improves levels of on-task behavior. This study examined the effects of Headsprout Early Reading, a phonics-based online reading program, on the reading achievement and levels of on-task behavior of urban kindergarteners with concomitant reading and social behavior deficits. The study included six participants who received the intervention and one participant who did not, but whose performance data were used as a comparison tool to represent ideal achievement (reading and on-task behavior) for a kindergartener in the school in which the study occurred. A multiple probe across behaviors (i.e., Headsprout instructional targets) and participants was utilized. Data were collected on program-specific reading performance, generalized reading performance (e.g., AIMSweb Tests of Early Literacy), and levels of on-task behavior during classroom reading instruction. In general, the results of the study demonstrate that the Headsprout Early Reading program was effective at increasing the reading skills of at-risk kindergarten students, especially those students who experienced more of the program. Additionally, improved reading skills appear to be positively correlated with improved on-task behavior. [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.]