Students reading below grade level proficiency lack word recognition and comprehension skills. The problem addressed in this quantitative study was that third-grade students in a Title I school in South Carolina are reading below grade-level proficiency, lacking grade-level appropriate word recognition and reading comprehension skills, as documented by i-Ready assessment scores. The purpose of this quantitative correlational study was to determine whether the Reading Intervention for Students to Excel (RISE) reading intervention program could provide successful reading intervention when implemented in a Title I elementary school within a South Carolina school district. Framing this study was the simple view of reading theory. To assess the success of the RISE reading intervention program, i-Ready reading assessment scores were used from a sample of third-grade students in a South Carolina Title I school. A total of 16 participants were included in the analysis. The i-Ready assessment scores of participants at the beginning of the year, to represent pretest scores, and the spring semester, to represent posttest scores, were collected to compare whether there was an improvement in scores before and after the intervention. A one-way multivariate analysis of variance (MANOVA) analysis was used to determine the degree to which student reading scores differed from baseline to postintervention after participation in the RISE reading intervention program. The results of this study indicate that the RISE reading intervention program is significantly associated with overall reading comprehension and phonics scores of third-grade students in a South Carolina Title I school. The evaluation and implications of the study findings suggest the RISE reading intervention program may significantly and positively contribute to the overall reading comprehension and phonics scores of third-grade students in a South Carolina Title I school. Therefore, educators can implement the RISE intervention program to increase student reading achievement. There was insufficient data on the relationship between the RISE intervention program and high-frequency word reading assessment scores among the third-grade students. A future study utilizing an experimental design with a defined control group could yield a possible conclusion regarding the causation of variables. [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.]