In October 2009, The New York State Education Department (NYSED), in partnership with the New York City Department of Education (NYCDOE), was granted funding as part of the "Striving Readers Project" to address the literacy needs of adolescent struggling readers early in middle school. The goal of the project was to implement and examine the impact of a one-year, comprehensive supplemental literacy intervention that was provided to seventh grade students across 11 New York City middle schools. The supplemental literacy intervention used in this study was the REWARDS Program (REWARDS Secondary-Multisyllabic Word Reading Strategies; REWARDS Plus; REWARDS Writing). The REWARDS Program provides comprehensive instruction in word analysis, fluency, vocabulary, reading comprehension and writing, and uses content-related text and extended discussion of text meaning and interpretation to enhance student motivation and engagement in literacy learning. The three components in the REWARDS Program were taught in an integrated sequence with careful attention to fidelity, by specially trained teachers who were assisted throughout the year with skilled coaching and expert support. This report summarizes the examination of the impact of the REWARDS reading intervention on student achievement. Specifically, this evaluation examined differences between the treatment and control groups on reading achievement as measured on the Gates-MacGinitie Reading Tests (GMRT). [This report received assistance by Richard F. Haase and Tierney A. Gifford.]