With illiteracy in the United States at a staggering rate, school districts are spending more and more instructional dollars searching for intervention programs to address students' reading deficits. While, in the past, school districts have received funds through various state funding sources, the financial forecast for school districts is no longer conducive to implementation of multiple reading intervention programs. The present study of two intervention programs, READ 180 and Voyager Journeys III, in a south Texas urban school calculated the usefulness of each reading intervention program. Students' pretest and posttest performance on the Scholastic Reviewing Inventory (SRI) and the effect of the programs on Texas Assessment of Knowledge and Skills (TAKS) test results were analyzed. The results indicated that students enrolled in Voyager Journeys III had statistically significant higher results on Scholastic Reading Inventory post tests when using the pretests as the covariate. Students enrolled READ 180 had statistically significant higher test results on the 2011 ninth grade Reading TAKS scores when compared to students enrolled in the Voyager Journeys III for the same year. [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.]