This study explored the System 44 computer-based intervention to help students who enter middle school below grade level in reading achievement. The purpose of this study was to investigate whether or not the intervention program had a negative or positive impact on reading achievement. This study was completed at an urban Midwestern middle school using a quasi-experimental quantitative design. The design explored the reading achievement of 46 sixth grade students entering middle school. The quantitative data collected during this study included data from the Houghton Mifflin Harcourt Student Reading Inventory (SRI) and the STAR 360 reading achievement benchmark testing. The results of this study showed that the System 44 reading intervention program did have an impact on sixth grade reading achievement based on significant differences found in the inferential statistical testing in response to the research questions. [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.]