This study investigated the effectiveness of the S.P.I.R.E.® reading intervention program for struggling readers in grades 2-10. Specifically, the study examined the program's impact on students identified as English Language Learners (ELL) and Special Education students. Seventy-five students from the Whitehall City School District (Ohio) participated in the study during the 2012/2013 school year. All students received S.P.I.R.E. instruction, and their reading progress was measured using a combination of pre- and post-tests. The study found significant improvements in most primary reading skills for students who received S.P.I.R.E. instruction. These skills included general vocabulary, comprehension, decoding efficiency, and reading fluency. Sight word efficiency, however, did not show significant improvement. Secondary outcome measures generally supported the program's effectiveness, with gains observed in oral reading fluency and TerraNova Reading scores (except for writing). The findings suggest that S.P.I.R.E. may be a valuable intervention tool for improving reading skills in struggling ELL and Special Education students. The following are appended: (1) Overview programs that provide context for the study; (2) Data and methodology; (3) Additional findings; (4) Timeline of study and data collection activities; (5) Fidelity of Implementation; (6) Student Inclusion Criteria; (7) Characteristics of Final Analytic Sample; and (8) Student Performance Results. [This report was published by EPS Learning.]