This quantitative study addresses the problem of reading and behavioral performance in elementary school by examining the impact of a universal preventive intervention on both the proximal and distal outcomes of students in the fourth grade at a mid-western elementary school. These proximal outcomes (disruptions per student per hour) were measured as part of a within group repeated measures design. The distal outcomes (student reading performance) were measured as a part of a between group quasi-experimental design. This study found that students exposed to the universal preventive intervention demonstrated substantially fewer disruptive behaviors over time and scored substantially higher on short-cycle reading assessments than the control group. This evidence suggests further study is necessary to determine the impact of universal preventive interventions on reading and behavioral performance among different populations.