At the implementation of the No Child Left Behind (NCLB) in 2001, schools began to determine what type of curricula would be beneficial for students to gain reading comprehension. Since the establishment of the NCLB legislation, the implementations of various reading curricula were created. The study focused on whether a particular reading program, Read 180, provided reading interventions to Level 1 or 2 students who need to pass the Florida Comprehension Assessment Test (FCAT) compared to Level 1 or 2 students receiving reading interventions in core classes. By using the mixed factor ANOVA analysis, the findings provided the Read 180 program had significant results that were beneficial to a student's learning process. [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.]