This applied dissertation was designed to evaluate improving the reading performance of fifthgrade students through an afterschool reading program to determine whether it was effective in teaching Native American and English for Speakers of Other Languages (ESOL). This study compared the reading performance of fifth-grade students who struggle with reading, with those who attend an afterschool reading program, and students in both conditions were taught to apply the strategies to reading comprehension, spelling, coached reading, and vocabulary, and then practiced the strategies to independent reading performance. Reading intervention was introduced to improve students who had difficulties with learning expository reading performance. The students‟ scores on the Florida Instruction in Reading (FAIR) were used as pre-assessment data and included the instructional sequences and practices with struggling readers as well as the data collected through classroom observation. It focused on improving the fluency and the reading comprehension of these students and FAIR was used as a post-test assessment. It addressed the problem of poor reading skills of students at Southeastern Elementary School (SES). Statewide tests had shown that fifth grade students at SES were reading on a third-grade level, and these students were reading below two grade level gaps as evidenced by test scores on the FCAT. The purpose of this study was to describe and investigate the long-term impact of the program on the student, as measured by the Florida Comprehensive Assessment Test (FCAT) scores, in reading performance as well as report scores, in elementary schools in Florida