The specific problem is the reading proficiency scores of elementary students in the US did not significantly improve between 2015 and 2020. The purpose of the study was to determine whether the use of social awareness integrated interdisciplinary instructional methods would increase the reading achievement scores of fifth-grade students, based on the pretest/posttest scores of the MAP Growth reading tests that were administered the school year. A quantitative quasi-experimental research design was used to examine the effects of SA instruction on the reading achievement of middle school students. Access was granted to the archived scores of 1086 grade five students in an urban district for the research conducted in this study. Data for 832 students were analyzed using the Wilcoxon-Signed Rank Test, and Mann-Whitney "U" Test. The mean ranks of pretest and posttest scores for the RIT scores were significantly different for the control and experimental groups. The Mann-Whitney "U" Test determined that the control and treatment group pretest and posttest data were statistically equal. The results of the study might aid researchers in identifying effective social programs to use as an intervention to increase student achievement test scores. Future research should explore the influence of social awareness and service learning on newer approaches to student learning. The world is rapidly changing, and permanent virtual classrooms are inevitable. Changing learning from isolated, single-subject pedagogy and homework-for-homework's sake to an integrated approach tied directly to the realities of a dynamic world would let students have opportunities to bridge the gap between school learning and real-world living. [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.]