The purpose of this study was to examine the effectiveness of Document Based Questioning (DBQ) with third, fourth, and fifth grade students during their 120-minute literacy block. Standardized test scores in the areas of reading and writing during the 2013-2014 school year dropped significantly (Florida Department of Education, 2013). As a result, Adequate Yearly Progress (AYP) was not met in several counties in Florida and several thousand students had to be enrolled in remedial reading and writing courses. During this same testing year, the research county in Florida had an increase of schools which dropped a letter grade for their school score. Third, fourth, and fifth grade student scores on the AimsWeb reading test was analyzed through a quantitative quasi-experimental research method in an attempt to evaluate best practices to increase student performance on reading assessments. AIMsWeb fluency and Maze tests were utilized to collect data. Findings indicated that exceptional students and English Language Learners benefitted the most from differentiated DBQ instruction. [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.]