This applied dissertation was designed to determine the effect a reading remediation unit would have on ninth graders’ reading comprehension skills, Standards of Learning (SOL) scores, nine week English exam scores and English academic grades. Some students entering ninth grade have problems comprehending certain reading material. The reading problem was one of the contributing factors of average or below average performance on the eighth grade SOL test, nine week English exam and English academic grades.

The writer developed questionnaires, surveys and interview guides to help determine students’ interest or lack of interest in reading. The writer also used standardized tests, content tests, practice tests and written papers to determine the progress of the participants. The ninth grade students were surveyed, observed, and tested to determine if reading remediation increased SOL test scores, nine week English exam scores and academic grades.

An analysis of the data revealed that most of the students read more when they were permitted the opportunity to read books they chose and participated in activities that promoted an interest in reading. Although there was no significant increase in academic grades and nine week English exam scores, there was a significant increase in SOL test scores.