The study investigates the impact of Roadmap-formatted curriculum on student reading growth in grades 3-5 in the Ypsilanti Community Schools (Ypsilanti, MI). Classrooms in grades 3-5 were divided into two groups: those using the Roadmap-formatted, commercially-provided curriculum and those using the same commercially-provided curriculum in traditional format (e.g., primarily paper-and-pencil format.) Results, measured via NWEA Reading Conditional Growth Percentiles (CGP), revealed a 9-percentage-point improvement in reading growth among students whose teachers who used Roadmaps-formatted curriculum with their students. These findings suggest that deeply-digital, interactive curriculum significantly enhance reading achievement, aligning with contemporary digital learning theories and addressing the needs of Generation Alpha learners.