One of the greatest predictors and characteristics of a high school dropout has been poor reading skills. Students with low achievement levels in reading by the end of third grade are at greater risk of becoming a dropout. The study sought to determine whether the Corrective Reading Program impacted reading comprehension and fluency skills of at-risk students in a Title I school with a population of 94% free and reduced lunch in a high poverty neighborhood. This pre-experimental design compared a single group of 3rd and 4th grade students who participated in a 70-day after-school program, using Corrective Reading. The program is grounded in Chall's stage theory of reading development. Focusing on low achieving students reading below their grade levels, the research questions addressed the connection between Corrective Reading and improvement in reading skills. The 30 students completed pre- and posttest assessments of the Alabama Reading and Math Test (ARMT), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Stanford Achievement Test, Tenth Edition (SAT-10), and corrective reading levels. Paired sample t tests revealed statistically significant improvement in SAT-10, DIBELS, and Corrective Reading scores but no statistically significant improvement in ARMT scores. The implications for positive social change includes engagement in discussions of reform by administrators regarding best practices, college readiness, performing to standards, early intervention to literacy, and improving reading skills and achievement levels of struggling readers. [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.]