This randomized controlled study examines the effects of an intervention, Fusion Reading, on the reading achievement and motivation of adolescent struggling readers. Fusion Reading was implemented in grades 6 through 10 in four middle schools and three high schools from three districts in the southeast and western Michigan. Eligible struggling readers were assigned randomly to the Fusion Reading intervention or a "business as usual" control condition which did not include additional reading instruction. Intervention students received the multicomponent, strategy-based Fusion reading intervention from trained teachers for one class period, 5 days a week, for a school year. Results indicated a statistically significant impact for the intervention on the Sight Word Efficiency subtest of the Test of Word Reading Efficiency (TOWRE), with an effect size (Glass ?) of 0.11. Results are discussed in the context of previous reading intervention research findings with adolescents.