This study focused on intervention strategies for struggling kindergarten readers in Christian schools and the strategies' perceived effectiveness. This study examined the reading strategies implemented in Christian schools and their perceived strengths and weaknesses. The history of reading instruction in the United States was covered in a literature review that explored the whole-word approach, phonics, whole language, and The Science of Reading. Reading intervention practices and their foundational principles were connected. Participants were Kindergarten teachers and overseers of intervention programs whose schools were accredited by Christian Schools International and were asked to respond to the Kindergarten Reading Intervention Strategies Inventory, an online survey. The online survey utilized qualitative and quantitative methods. Responses to the Kindergarten Reading Intervention Strategy Inventory were analyzed based on the implementation strategies and their perceived effectiveness. Results of the study revealed that many Christian schools that participated in the survey were implementing kindergarten reading interventions based on The Science of Reading, specifically the multi-tiered system of support and the Orton-Gillingham Approach. The schools use paraprofessionals but perceive their work to be less effective than the multi-tiered system of support and Orton-Gillingham. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]