Middle school students are faced with many challenges. Puberty, social issues, and changes in the way that they learn can cause middle school to be a difficult time. An alarming number of students enter middle school with a reading deficiency--significantly below their grade level expectation. Students who are exceptional learners or are reluctant readers are faced with adolescent challenges, reading deficiencies, and a lack of motivation to help bridge this reading gap. These reading deficiencies can also cause problems when they reach adulthood with low-income jobs, mental stability, and family dynamics (Clark, 2010; Flis, 2019; Morgan et al., 2009). Middle school support for such students becomes even more difficult because of the focus on prescribed content with little time for reading instructional support. The purpose of this study was to discuss the need for teaching/learning reading, the qualities of reading intervention programs with instructional support through technology, and teacher perceptions on supports given at the middle school level for reading-based intervention programs for students who are exceptional learners or reluctant 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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]