Reading levels of high school students are a rising concern among secondary educators. Although some recent research has shown certain reading practices to be effective, the results have not been conclusive. Further study was needed to not only determine the most effective reading practices to use with struggling high school students, but also with high school students of all ability levels. The purpose of this study was to determine the academic and motivation effects of a Reading in the Content Area course on ninth-grade students of varying ability levels. Academic effects were determined by changes in comprehension skills based on the STAR Reading(TM) comprehension assessment. Motivation effects were determined by changes in student desire to read, as measured on the Adolescent Motivation to Read Profile (AMRP). Findings regarding comprehension effects, analyzed by repeated measures ANOVA, indicated no significant difference in whole group pre- and posttest reading comprehension levels. A total of 232 students participated in this portion of the study. Further examination was completed by use of a three-group repeated measures ANOVA which analyzed differences among the three ability leveled groups--striving, competent, and honors. In this analysis, a significant gain was shown between the three groups. However, overall changes in reading comprehension were not seen. Findings regarding motivation effects, also analyzed by repeated measures ANOVA, indicated significant difference between whole group pre- and posttest motivation to read levels. A total of 206 students was included for this analysis. Further examination was completed by use of a three-group repeated measures ANOVA which analyzed differences among the three ability leveled groups. In this analysis, a significant positive difference was seen among several of the groups. Changes in student perception and motivation were seen from beginning to end of the Reading in the Content Area course. Furthermore, a one-way ANOVA was used to determine differences between first semester AMRP posttests and second semester AMRP pretests. No significant difference was seen between these two groups of students. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]