Reading teachers have exercised tremendous efforts to differentiate instructions based on the influence of the Elementary and Secondary Act (Putman, Smith, & Cassady, 2009, "Promoting Change through Professional Development: The Place of Teacher Intentionality in Reading Instruction"). These efforts are used to promote success for all students and ensure that teachers are providing the best reading instruction for children, especially those who struggle academically. The purpose of this study is to analyze the impact of the reading program, Read 180[superscript TM], on struggling adolescent readers in grades 7 and 8 at XYZ Middle School. The reading program was implemented at XYZ Middle School during the 2014-2015 school year as a means to assist students who are reading below grade level to "catch up." Specifically, the study investigated achievement gains for students who participated in READ 180 as compared to a control group of students with similar reading levels who did not participate in the reading program during the 2014-2015 school year. A quantitative tactics was used to analyze the data collection. This descriptive statistics determined if any significant difference exist between two groups, experimental and non-experimental. The differences between the experimental group and the control group were larger on some of the measures than they were on other measures. The study also provided evidence, although not conclusive, that READ 180 may have a positive impact on some measures of students' academic achievement. As a result, the study proved in favor of using READ 180 as an intervention for struggling adolescent readers. [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.]