This study addressed a pivotal education issue affecting contemporary schools. Students are scoring consistently lower on academic-achievement tests. The literature review examines a theoretical framework based upon constructivist teaching and learning, direct instruction, and differentiated instruction using backward-design curriculum and the Accelerated Reader Program. The NCLB Act of 2001, the Follow-Through Project, and studies conducted by the National Reading Panel are discussed in relation to parental involvement in reading instruction and the use of technology within the classroom. Scientifically tested reading-instruction practices demonstrate instructional benefits for students learning to read. This study explored the benefits of explicit and systematic teaching of viable and reliable reading skills on student reading achievement. It also examined teacher beliefs surrounding constructivist teaching and learning. Additionally, the research investigated the benefits of technology—the motivation it can instill in students toward learning, the timely access to information it presents, and the support it provides educators and administrators toward important decisions affecting instruction and student achievement. A mixed-method design facilitated determination of any effects from the Accelerated Reader Program, coupled with viable and reliable reading instruction, on student reading skills. The student sample was drawn from Grades 3 and 4 within three school districts. The findings indicated that students improved their scores within the Accelerated Reader Program and on the Standardized Test of Assessment of Reading; however, these scores did not significantly impact reading performance, as measured by the Missouri Assessment Program.