The purpose of this project was to determine the relationship supplemental reading services had on first and second grade students who were identified in need of intervention services. Participants were from three elementary schools. Two of the schools received funding through Title I. The third school's supplemental reading services were funded by the district. The first phase of the study involved identifying students who were in need of reading intervention services using the Dynamic Indicators of Basic Early Literacy Skills universal screening instrument. Next, students were grouped as either receiving supplemental services by a reading specialist or not receiving supplemental services by a reading specialist. Using participating students' Terra Nova norm referenced achievement test scores as the dependent variable, it was determined there was no evidence that supplemental reading services improved student achievement. The final phase provides possible reasons why this particular supplemental reading program was ineffective. Also included in the final phase are examples of research based supplemental programs which have been effective in addressing the needs of students identified in need of supplemental reading services. [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.]