The present study was designed as non-experimental longitudinal research. This was explanatory research because the researcher sought to explain factors that produced change. The study was a panel or prospective study because the same individuals were studied over a specified period of time. The design included both quantitative and qualitative methods. This was an investigation into the influence of an interactive reading program (Read 180) on adolescent student performance on two measures of reading and writing competency. Administrator and faculty interviews provide qualitative data on program fidelity and teacher perception of the program. The students attended three middle schools in a diverse school district in upstate New York. The researcher analyzed group student growth across schools, interviewed administrators and teachers to elicit their perceptions of the influence of the program and analyzed the intervention on the required Special Education service for classified students following completion of the program. The researcher also assessed individual student growth for English Language Learners (ELLs) attending the program. Results indicate that the increase in reading scores from beginning to the end of the year reading scores was significant for all at-risk general education and special education students. The semi-structured interviews of administrators and teachers showed fidelity to the Read 180 design, strong support for the structural reading elements of the program and concern for the ability of Read 180 to prepare students for the NY ELA assessment. The statistical analysis showed significant correlation between Read 180 end of the year score and ELA performance for the at-risk general education students. The efficacy of the Read 180 program for struggling adolescent readers was supported by the quantitative and qualitative data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]