Faced with meeting the requirements of the No Child Left Behind Act of 2001, schools are under pressure to have 100% of their students meet national standards in reading by 2014. For the 2010-2011 and 2011-2012 school years, Sussex Technical High School (STHS) in Georgetown, Delaware chose to adopt Read Right, a reading comprehension improvement program, with the expectation that students enrolled in the program would be able to improve their reading comprehension skills. This quantitative study utilized a four-group comparison design to evaluate whether 9th-Grade STHS students who received Read Right offered as a full-year program showed significant improvement in Gates-MacGinitie Reading Test (GMRT) comprehension scores and Delaware Comprehensive Assessment System (DCAS) reading assessment scores compared to STHS 9th-grade students who received Read Right offered as a semester-only program or no intervention. The participants in this study included 120 9th-grade students from STHS from both the 2010-2011 and 2011-2012 school years. A one-way ANOVA was used to compare pre-test/post-test difference scores of the GMRT comprehension subtest and the DCAS reading assessment for students who were enrolled in either the 2010-2011 semester-only Read Right reading intervention or the 2011-2012 full-year Read Right reading intervention compared to STHS students who were not enrolled in the Read Right intervention. The results showed that there was not a significant difference on reading comprehension as measured by GMRT difference scores at the p < 0.05 level for the three conditions, F(2, 86) = 0.157, p = 0.86. Additionally, the results showed that there was a significant difference on reading achievement as measured by the DCAS difference scores at the p < 0.05 level for the four conditions, F(3, 116) = 8.23, p = 0.000. Post-hoc analysis utilizing Tukey revealed that both 2011-2012 9th-Grade Read Right and control groups showed significant DCAS difference score gains compared to 2010-2011 9th-Grade Read Right and control groups. However, there was no difference when comparing 2011-2012 9th-Grade Read Right difference scores to 2011-2012 9th-Grade control group scores. Recommendations include increasing the number of participants, ensuring more comparability among group members, and possibly collecting interview data. This study could be potentially significant to STHS administration so that they might make more informed decisions about choosing Read Right as an intervention to improve reading comprehension and achievement. [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.]