This quantitative study examined the data collected from the students who participated in a reading intervention and compared their growth rate after one year of implementation to their growth rate prior to the intervention. The study was conducted in an affluent school corporation located in Indiana. The study evaluated the effectiveness of this reading intervention to determine its impact on improving reading rates in secondary students to determine if this was an appropriate intervention for high school students. A quasi-experimental design was used to evaluate the effect of the intervention. The data were analyzed to assess student growth on the Scholastic Reading Inventory (SRI) using pre- and post intervention scores. The results concluded that students who were enrolled in the reading intervention program did not produce higher mean scores after they had received the reading intervention. The control group (students who read one or more years below grade level but did not participate in the intervention) made more gains than both the experimental group and the general population. The impact of the intervention on each subgroup within the experimental group was examined. No subgroup exhibited a higher statistically significant gain due to the intervention. Based upon the results, the intervention did not have a statistically significant impact of those ninth and 10th grade students who participated in the intervention. Combining the unique aspects of the study provided further evidence to extend the current research, which strengthened the body of research on this topic and provided educators with more data to make solid decisions for students who struggle as readers in the secondary grade levels. [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.]