The purpose of this quasi-experimental study examines the effects of reading interventions for bi-lingual and bi-dialectal Broward County School District middle school children using research-based strategies combined with metacognitive and meta-comprehension frameworks. The experimental study reports findings on the effects of an 8-week intervention providing daily 55-minute sessions to middle school students with reading difficulties compared with similar students who did not receive the intervention. The study compares the outcomes of experimental interventions for at-risk eighth graders in an urban setting where a majority of the students are Haitian-American second language learners with similar socioeconomic backgrounds. Results favored the experimental group and indicated a statistically significant difference between the standard deviations of the experimental group (n = 10) and control group (n = 15). The mean average post-test reading score for the experimental group was 7.37 and for the control group the mean average score was 5.87. Statistically significant differences were noted between the two groups. Future needs for educational supplemental programs using experimental constructs for at-risk students are discussed. [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.]