The purpose of this study was to explore if there was a statistically significant correlation between using a computer-assisted reading instruction program, KidBiz 3000, and amount of reading proficiency difference, as measured by the STAR Reading assessment, for students in the fifth grade in two elementary schools in a school district in Florida. This quantitative, nonexperimental correlational study explored the strength and direction of a potential relationship between the number of activities completed with a supplemental computer-assisted reading instruction program such as KidBiz 3000 and the reading proficiency percentile ranking difference as measured by the STAR reading assessment for students in the for the 2015-2016 school year. Previously documented data were analyzed from a sample of 326 fifth-grade students of which 39 were students who were struggling readers and 41 were students who had a learning disability. This study's results from using a Pearson r correlational statistic analysis showed a small, positive correlation for the scores of fifth-grade students, a negligible, positive correlation for the scores of fifth-grade students who were struggling readers, and a small, positive correlation for the scores of fifth-grade students who had a learning disability. However, only the scores for all fifth-grade students revealed a statistically significant correlation (r = .233). The study's findings supported prior research that supplemental computer-assisted reading instruction programs have a correlation with reading proficiency. The findings can be used as additional information to support the decisions made by district and school level personnel and other stakeholders to make informed decisions when selecting supplemental computer-assisted reading instruction programs to improve reading proficiency.