Current research suggests that certain cognitive functions predict the likelihood of intervention response for students who receive Tier 2 instruction through an RTI-framework. However, less is known about cognitive predictors of responder status at a theoretically more critical point of divergence within the RTI model: Tier 3. Moreover, no identified studies have provided Tier 3 intervention focused specifically on a primary skill deficit, though this level of intervention requires targeted intervention. The current study measured second and third graders' performance (n = 18) on 7 cognitive tasks associated with reading outcomes, including verbal ability, processing speed, working memory, inhibition, phonological awareness, rapid naming (RAN), and orthographic processing. [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.]