School systems across the country continuously seek to find ways to increase academic achievement at all grades. Possessing the ability to read is one of the keys to academic success; not being able to presents many challenges. Union County Public Schools and the state of North Carolina expect students leaving their kindergarten year to be able to decode and comprehend simple text. The compulsory attendance law in North Carolina allows students to enter kindergarten at the age of five. Typically, by the end of their kindergarten year a majority of these students have turned six or will turn six in the early parts of their first grade school year. As Morris states, the readiness of these five and six year olds for reading is varied. Morris further stated: "Beginning readers who progress at a slower pace can fall dangerously behind their faster-achieving classmates, even by the end of first grade" (2009, p. 24). Furthermore, those that finish more than a year behind in third grade have a higher risk for achieving success in an educational system that requires being on grade level in reading from the fourth grade until graduation (Morris, 2009). This study is designed to provide evidence on the differences between two early literacy interventions present in Union County Public Schools--LLI as well as Reading Recovery. Students enrolled in Reading Recovery had greater text level reading gains than students enrolled in LLI. Appended are: (1) Data Collection Form; and (2) Teacher Ranking Form. (Contains 9 tables.)