The purpose of this quasi-experimental quantitative study was to determine whether the supplemental phonics program, Fundations, improved reading skills over time. Ehri's theory of orthographic mapping served as the theoretical framework for this study. Archival data from 254 second grade students who did, or did not, participate in the supplemental phonics program Fundations when they were in kindergarten were analyzed using a one-way MANOVA via SPSS software. Participation in the Fundations program was statistically significantly associated with a significantly higher score in words correct, accuracy, and retell scores on the DIBELS assessment, F (3, 251) = 4.254, p = .006; Wilk's [lambda] = 0.952, partial [eta]2 = 0.048. Analyses examined the tests of between-subjects effects table to determine how the dependent variables differ. Participation had no significant effect on the words correct subtest score (F (1, 253) = 3.24; p =.073; partial ?2 = .013), the accuracy subtest score (F (1, 253) = 3.26; p = 0.072; partial [eta]2 = 0.013), and the retell subtest score of the DIBELS assessment (F (1, 253) = 0.006 p = 0.937; partial [eta]2 = 0.000). Of the respondents, 48.8% identified as male, and 51.2% identified as female. Additionally, 87.5% of respondents identified as White, while 12.5% identified as non-White. It is recommended that results from this study be shared with educators to expand the knowledge base and to assist with closing the reading gaps students may have. Results may be used to inform positive social change through informed curricular decisions for school districts, with the goal to improve overall school efficiency and student performance. [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.]