According to the Nation's Report Card (2015), American schools are suffering a double-digit academic gap between minority and non-minority students in reading proficiency scores and graduation rates. The purpose of this study was to examine the effects of mediated reading (MR) across the curriculum on the achievement of at-risk low-SES minority 11th-grade students in an urban, credit recovery, and dropout prevention charter school in north Texas. Using the TAKS (Texas Assessment of Knowledge and Skills) state exam as a measure, an Analysis of Variance (ANOVA) indicated a statistically significant difference in favor of students who received MR as compared to students who received skills-based instruction without MR using. The positive results suggest that mediated reading across all content areas is a favorable alternative to skills-based instruction. The benefits of this intervention, particularly with special population of students are discussed and educators are invited to re-examine mediated reading across content areas as an approach to improve teaching and learning. [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.]