Abstract: This paper describes the technology-based instructional strategies and materials that teachers used to provide individualized and small-group instruction to striving readers. The effectiveness of the technology-based strategies is evidenced in the teacher work samples prepared by the teachers who were M.Ed. in Literacy/reading specialist candidates. The candidates were enrolled their capstone seminar and practicum courses, through which individualized assessment and instruction was provided to K-6 students in a summer reading clinic. Data were collected through a questionnaire and the analysis of a Teacher Work Sample completed by each candidate. Preliminary findings indicate that the candidates 1) perceived the digital technology-based instructional techniques and tools used in the practicum to be effective in promoting their students’ reading proficiency and 2) their professional growth was enhanced as a result of implementing these digital techniques and tools.