This study investigated the effectiveness of My Reading Academy, a digital learning program designed to develop foundational reading skills in early childhood education. The research examined whether the implementation of this adaptive game-based curriculum could strengthen early reading skills and increase student interest in learning to read during the COVID-19 pandemic. The study followed 157 students (82 prekindergarten and 101 kindergarten) across 11 classrooms in eight schools within two Texas school districts during Spring 2021. Data collection included program usage metrics, district-administered standardized literacy assessments (CIRCLE Progress Monitoring System for pre-K and iStation for kindergarten), teacher surveys, and end-of-study interviews. Students used the program for an average of 49 minutes per week over approximately 8 weeks. Results demonstrated significant improvements in reading skill mastery. Prekindergarten students increased from 6.3 to 17.3 skills mastered (177% increase), while kindergarten students progressed from 9.4 to 21.6 skills mastered (131% increase). Strong positive correlations emerged between program usage and end-of-year literacy assessment scores (r=0.59, p<0.001 for pre-K; r=0.36, p<0.05 for kindergarten). Teacher surveys and interviews revealed consistent positive impacts on student engagement, confidence, and literacy skill development. These findings suggest that even limited implementation of My Reading Academy (49 minutes weekly for 10-12 weeks) can contribute to improved reading skills in early childhood education settings. The study indicates potential benefits for differentiated instruction and student engagement in literacy learning, particularly during periods of educational disruption. Future research should examine longer-term implementation effects and specific impacts on diverse learner populations. The research brief includes five figures illustrating student progress and assessment correlations, comprehensive statistical data tables, and detailed qualitative findings from teacher feedback. The study met ESSA Level III standards for "Promising Evidence" as verified by LearnPlatform, an independent educational research company.