This study aimed to explore the extent to which two digital reading programs used in Georgia did or did not fully align with Georgia's instructional reading standards. Many commercial curricula do not appear to effectively support students in demonstrating reading proficiency as measured by state and national assessment outcomes. Therefore, this study sought to answer the research questions: "How do digital reading programs used in Georgia demonstrate alignment to the reading domains of the Georgia English Language Arts (ELA) Standards?" and "To what extent do the digital reading programs align to the reading standards?" Using a content analysis methodological approach, this study employed enumerative and thematic analysis to analyze the data and determine the findings. The findings indicated that some of the digital activities within the two programs fully aligned with the state reading standards while others demonstrated partial alignment or no alignment at all. Based on the findings, it was concluded that the programs in their entirety lacked full alignment with the Georgia ELA standards. Several implications for the findings were provided as it relates to practitioners, curriculum developers, schools, and school districts including the need to search for supplemental resources, the need for professional training on the programs, additional support needed from teacher preparations programs, the lack of effective instructional support for students, and the influence of the findings on decision-making processes for program purchases. Recommendations for improvement to digital reading programs include the inclusion of audio support for all grade level content within programs and curriculum companies ensuring that their programs fully align to state standards to further support the effective use of digital reading programs in elementary classrooms. Suggestions for future research include investigating other elementary digital reading programs used in Georgia concerning their alignment with the ELA standards and close examination of higher-level programs aimed to support middle and high school students. [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.]