Recent initiatives in the UK and the US have added greatly to the amount and quality of research on the effectiveness of secondary reading programmes, especially programmes for struggling readers. This review of the experimental research on secondary reading programmes focuses on 69 studies that used random assignment (n=62) or high-quality quasi-experiments (n=7) to evaluate outcomes of 51 programmes on widely accepted measures of reading. Categories of programmes using one-to-one and small-group tutoring, cooperative learning, whole-school approaches including organisational reforms such as teacher teams, and writing-focused approaches showed positive outcomes. Individual approaches in a few other categories also showed positive impacts. These include programmes emphasising arts, humanities and science, structured strategies, and personalised and group/personalisation rotation approaches for struggling readers. Programmes that provide a daily extra period of reading and those utilising technology were no more effective, on average, than programmes that did not provide these resources. The findings suggest that secondary readers benefit more from socially and cognitively engaging teaching than from additional reading periods or technology. [This report was adapted from Baye, Lake, Inns, & Slavin (2019), Effective reading programs for secondary students. "Reading Research Quarterly," 54(2), 133-166. For the related guidance report, see ED612217.]