This study focused on the effect of fifteen minutes of direct phonics instruction three days per week on student achievement, of Winter MAP goals, during the Response to Intervention block, during English language arts class. The literature suggests the use of both systematic and word-based strategies for instructional strategies, more scientific study information on the validity of on methodology over another when instructing students of low-income households, providing teachers with quality professional development, and school's planning in instructional fidelity. The areas of innovation and development are in teacher creation of developmentally appropriate phonics materials for fifth graders, data tracking through weekly data meetings, progress monitoring, and MAP scores. The lessons instructed during Response to Intervention include both fifteen minutes of direct phonics instruction and novel study that focuses on fluency and comprehension. The study began in September 2021 and was completed in January 2022, after the Winter Map test. The study revealed data that using 15 minutes of phonics instruction, combined with fluency and comprehension practice did move the needle for student achievement on Winter MAP testing specific to Kuumba Academy Charter School, however it may not be universally applicable. [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.]