The purpose of the study was to implement and evaluate the effectiveness of the Peer-Assisted Learning Strategies (PALS) supplemental reading program to determine if there was an increase in sixth grade students' reading comprehension, oral fluency, and attitude toward reading, specifically when reading nonfiction text. One-hundred sixty-four sixth grades students were placed in one of two conditions: PALS treatment or control. A quasi-experimental pretest-posttest design was utilized to compare the effects of treatment between the two groups. Students in the PALS and control groups received the same amount of reading instruction during the 13 weeks of the study. The PALS group received supplemental PALS reading instruction in addition to the district curriculum while the control group used only the district reading curriculum. Quantitative data were collected from pre and post-test measures for reading comprehension (Scholastic Reading Inventory and DIBELS Daze), fluency (DIBELS ORF), and attitude toward reading (Elementary Reading Attitude Survey). Qualitative data were collected in the form of reflection posts from an online site called Kidblog, and a teacher interview protocol. Findings did not reveal any statistical difference in reading comprehension, fluency, or attitude between PALS and control groups. However, both PALS and control groups showed positive gains in comprehension and fluency over the course of the study which suggested teaching reading comprehension strategies can assist students with nonfiction texts. [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.]