The poor performance of middle school students in reading was addressed by examining the effects of an 8-week reading intervention program for middle school students in one school district in the southeastern United States. Two research questions were developed: (a) Is there a significant difference in the level of the students' reading skills, interest, and enjoyment between the students' pretest scores and their posttest scores? and (b) What is the relationship between the grade status of the students and their posttest scores in reading skills and interest? The 46 students had already been selected for the program, based on their CRCT scores in reading and parents' agreement for participation with a Supplemental Education Service Provider funded by the local school districts. The intervention program was designed to foster strong literacy skills by dividing the teaching of reading into easy-to-follow steps. The program used strategies that focused on phonics instruction, system thinking orientation, enrichment activities, and parental involvement. The students' reading comprehension scores on the Classroom Reading Inventory were collected. Focus groups were used to collect the students' interests in reading before and after participation in the program. Parents' perceptions of their children's attitudes toward reading were collected using a questionnaire. Results indicated that 96% of the students increased their reading comprehension skills. While participants in the 8-week reading intervention program did not exhibit a significant difference in their before and after interest in reading, they did seem to be very motivated to engage in the reading activities. The findings suggest that attention should focus on both academic skills and personal development of the students. The benefits suggest expanded efforts to develop research-supported strategies in the schools and homes of the students. Results suggested that parents, when engaged on a more direct level, become real stakeholders in the progress of their child's learning. The children also experience the parent's interest and involvement and are likely to be engaged more. The study demonstrated that reading skill levels and student enjoyment in the activity of reading can be improved if educators are in possession of effective tools and resources. [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.]