The purpose of this study was to identify the impact intensive reading instruction had for 28 students with learning disabilities at the middle school level on standardized tests. National Assessment of Education Progress testing indicates that across the United States, learning disabled students literacy skills are decreasing annually, and these students are not meeting requirements set forth by the No Child Left Behind legislation. In addition, these students are not graduating with their peers. Educators must identify best practices in literacy instruction to increase these students' opportunities for postsecondary success in education, vocational training, work, and social areas. The reading intervention consisted of components of the Science Research Associate/McGraw-Hill's Corrective Reading program. Research consisted of a quasi-experimental, single group pre and posttest design; participant scores on the Measurement of Academic Progress and Washington Assessment of Student Learning standardized tests were analyzed using multiple paired "t" tests. Data analysis showed the increase in test scores was statistically significant on both standardized tests. This study demonstrates the effectiveness of research based instruction and supports the framework proposed by the 2000 National Reading Panel. The study is a potential catalyst for social change as it identifies instructional strategies to increase literacy skills for those with disabilities which will stimulate the growth of capable adults who are employed, financially independent, and able to give back to society and to decrease the need for societal support systems at the state and federal government levels. [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.]