Research has been conducted on the science of reading and how students learn to read. This knowledge has not increased reading achievement in middle school. Reading scores in grades 6-8 across America are declining. The gap for students with disabilities is widening. Luhmann's Systems Theory provided a framework for understanding an organization by focusing on the structure and relationships among parts of the organization. A qualitative research survey is used to understand the relationship between the allocation of time in the learning center and the delivery of reading comprehension interventions to answer the question: Does the learning center model at the middle school provide students with the time they require to receive evidence-based reading comprehension interventions to make progress toward meeting reading comprehension goals? [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.]