This study examines the impact of teacher-led interventions with and without computer-assisted instruction (CAI) on student reading fluency in a Tier II Response to Intervention (RTI) framework. Utilizing archival data from the 2023-2024 school year, the research focuses on elementary students from first through fifth grade in a southeastern U.S. school district. The study employs a quantitative comparative methodology to analyze universal screener scores, comparing outcomes for students who received only teacher-led interventions to those who received both teacher-led interventions and CAI across race and socioeconomic status. The findings highlight the necessity of an individual approach to integrating technology in education, revealing significant variability in CAI effectiveness across different student groups and educational settings. The implications underscore the importance of carefully designing, implementing, and refining instructional methods to meet diverse student needs. [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.]