Although the field of school psychology currently calls upon practitioners to implement evidence-based interventions to address reading deficits, the literature base is limited and inconclusive when it comes to effectiveness of reading interventions at the high school level, especially with older adolescents with reading disabilities. The current study, conducted by a research-practitioner, implements single-case research design to examine the effects of daily sustained silent reading of self-selected materials on reading performance of two Black males with reading disabilities in 11th grade at a large high school. Daily reading intervention sessions were conducted at school with each individual participant, consisting of silent reading and comprehension monitoring techniques to ensure engagement. Vocabulary instruction was added with one participant. While no significant effects were found on reading fluency, the two participants made comprehension gains with the intervention reading materials, as well as with texts with a similar reading difficulty level. Reading vocabulary was improved when vocabulary instruction was combined with sustained silent reading. Motivation for reading was also improved in both participants. Quantitative and qualitative analysis, including discussion of results and implications for practice are included. [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.]