Literacy assessment scores in an urban 5th grade classroom left much to be desired. In this diverse classroom population, typical urban distractions such as poverty, crime, English as a second language, and lack of parental support contribute to extremely low literacy scores. This classroom study examined the effects of implementing clickers, a student response system, in an urban 5th grade literacy class. Each week children were tested according to the district's adopted basal literacy curriculum series. The weekly tests assessed various story elements such as plot, comprehension, grammar, and vocabulary. The classroom teacher implemented a weekly teacher‐led review session prior to testing which incorporated clicker response system technology. This review session engaged students through the use of technology while supporting them on their learned literacy skills. The clicker review sessions proved to be a valuable teaching tool in this urban elementary classroom.