Adolescent learners face a complexity of reading content they have never before encountered as they enter middle school and become independent in structuring their own academic frameworks. Some students become disconnected and unmotivated readers as school competes with their multiple reading lives. This study examined the use of choice along with highly motivating methodology and materials to engage readers, especially struggling and unmotivated readers. Through a series of fluency and prosody lessons, students practiced performance and rereading techniques. A quasi-experimental design was used in a suburban school to study the effects on pre-test and post-test fluency and comprehension scores. Qualitative data were gained on reading attitudes through student writing. Results of the study were addressed, as well as instructional implications. [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.]