Research on multi-tiered, research-based reading interventions provides strong evidence for the critical role of early reading instruction and the benefits of early intervention for children who are struggling to learn to read (Blachman et al., 2004; Denton, Fletcher, Anthony, & Francis, 2006). Research on effective approaches for older students who have already experienced reading failure is less prevalent (Kamil et al., 2008). In particular, there are few experimental studies documenting the effects of multi-tiered approaches to improving instructional outcomes in reading for students in the middle grades. To address this need, the authors have engaged a series of NIH-funded randomized studies on the effects of multi-tiered interventions for students with reading disabilities in grades six through eight. This poster presents selected findings from that ongoing work. It extends previously reported research by addressing the question: "What are the effects of an intensive, small group, tutoring treatment in reading on the reading outcomes of students with significant reading disabilities who had little to no response to two previous years of intensive intervention?" (Contains 2 tables.)