The increasing number of students who struggle to read has become a significant challenge for the nation's public schools. This study aimed to investigate the use of an online instructional reading program on the academic achievement of students with disabilities compared to race, gender, socioeconomic status, and family structure. The i-Ready data for this research consisted of diagnostic assessments administered at the beginning of the year, midyear, and the end of the year for third-grade students during the 2020-2021 academic school year. The results indicated no significant difference in the third grade reading performance of students with a Specific Learning Disability before and after the implementation of the i-Ready as it relates to race, gender, socioeconomic status, and family structure. However, there was a significant difference between diagnostic assessment 2 and diagnostic assessment 3 for black males. These findings indicate the need for future research to explore individual student-level data and recommendations for educators. [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.]