There continues to be a significant focus in Special Education research on exploring theories and interventions to benefit students with reading difficulties. Approaches that focus on teaching strategies for improving reading comprehension have proven effective (McNamara, 2007; Pearson et al., 2020; Vaughn et al., 2022). However, other approaches to language and cognition rooted in behavioral sciences may help extend the field and support more generalized reading comprehension outcomes for students. Reconciling a behavior analytic model of language, such as Relational Frame Theory (RFT), with our current understanding of reading could support the development of additional effective interventions (Hayes et al., 2001). This study employs a single-case design (SCD) methodology to examine the effects of relational responding training on measures of derived relational responding (DRR) and reading. Four students enrolled in Grade 5, who were identified as at-risk for reading comprehension difficulty, participated in the study. Visual analysis indicated that the intervention was able to increase the rate of DRR in the proximal measure in an environmentally valid setting. Results extend previous findings evaluating the effects of DRR in other settings by developing and implementing a DRR intervention for students in a school setting. [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.]