This study aimed to research the significance of using leveled texts in the improvement of second language learners' word recognition skills, accuracy, and fluency. The findings showed steady growth in word recognition abilities and improved automaticity. Results from running records exhibited a substantial increase in accuracy. Fluency assessments showcased a rise in fluency rate and fluency scores provided by three assessors. Implications from this study indicate the positive effects of reading at the frustration level. Therefore, it is encouraged to further explore the impact of providing challenging reading material.