A group of K-3 student in Los Angeles Unified School District, 83 percent of whom were English language learners, were identified as having reading difficulties. Thirty-nine students received instruction with Earobics, and were then compared to a control group who used the core reading program alone. Students who used Earobics achieved significantly greater improvements on ORAL-J and TOMAL than students in the control group who received instruction in the core program alone.