This dissertation uses data from the evaluation of a Striving Readers project to examine the associations between levels of implementation of different components of Scholastic's "READ 180" and student achievement as measured on the Iowa Test of Basic Skills (ITBS) reading assessment. The approach was hierarchical linear modeling using implementation, demographic, and outcomes data from the teachers and students involved in "READ 180" classes. Two-level models with students nested within teachers/classroom indicate that student grade level is associated with all three subsections of the ITBS reading assessment and student identification as an English language learner (ELL) is associated with increases on the Total Reading and Vocabulary subsections. Greater amounts of time spent in the student-level component of Software Use is associated with increases on the Comprehension subsection, and higher ratings on the teacher/classroom-level Whole-Group Instruction component are associated with higher scores on the Vocabulary subsection. This is an observational study using data from the treatment group only and does not support causal inferences; in addition, the sample size of the ELL subgroup and the number of teachers are fairly small. Nevertheless, the results indicate that more powerful studies of "READ 180" with substantial numbers of ELL students and more teachers/classrooms, perhaps compared with other software-based reading programs, could yield important findings. In addition, this study demonstrates the feasibility of using implementation data to examine the individual components of an educational intervention. [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.]