Remediating student learning deficits in the area of reading is of the utmost importance, as the ability to read has a lifelong impact on learning. Schools and school districts are ranked on their ability to demonstrate growth in core areas of education, including reading. Although many programs, strategies, and remedies are extant for identifying and remediating student learning deficits in reading, there is a lack of independent research on adolescent reading intervention programs, specifically SRA Flex Literacy and a void of middle school reading intervention data when compared to elementary programs. The purpose of this non-experimental, correlational, quantitative study is to identify the impact of the SRA Flex Literacy reading intervention on one middle school in Southwest Michigan and to identify the effectiveness of the program as it related to student growth, proficiency, and connectedness to English language arts scores on the Michigan Student Test of Educational Progress. This study also sought to identify any correlation between the length of time a student participated in the intervention program and their growth from fall to spring. Forty-seven students receiving the SRA Flex Literacy intervention program were chosen based on their lack of success in the Tier-1 environment, subpar test scores, and classroom grades. An additional 47 students were identified as a control group for statistical analyses. Data were collected and analyzed using an IBM SPSS software package. A major finding supported literature that suggested that greater student growth occurred with longer participation in an intervention. A comparison of pre- and post-test scores of students receiving the reading intervention compared to a similar group of students in a control group showed a significant difference in growth scores; however, the students receiving the treatment showed less progress than students in the control group. [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.]