An abundance of research on early literacy intervention indicates that struggling, K-2 readers and writers can be effectively supported through the receipt of intervention services in school; however, research in the area has not yet addressed study of the unique, contextualized design and implementation of early literacy intervention in different school settings. This study responded to the existing gap in intervention research by examining the early literacy intervention programs and processes of three urban schools during school year 2008-2009. Multiple case study methodology was used to document how each school approached intervention for its struggling, K-2 readers and writers and how contextual factors (social, cultural, institutional, political, economic) affected the intervention approaches described and demonstrated by each of the schools. Eighteen teachers, seven school-level administrators, and seven district-level administrators served as participants in the study. Interviews, observations of intervention instruction, observations of communication related to schools' intervention efforts, and artifact collection functioned as data sources to inform processes of data collection and analysis. Findings of the study indicated identification processes for K-2 intervention students as a challenge in at least two of the schools. Two of the schools also struggled not only to provide intervention services to all identified students but also to conduct intervention services consistently across the school year. In addition, results from observations of intervention instruction at all three of the schools revealed an extensive emphasis on word-level instruction, little focus on composition of text, vocabulary, or fluency instruction, and inconsistent implementation of guided reading during intervention sessions. Data further suggested a heavy reliance in the schools on the DIBELS assessment to identify and track the literacy progress of intervention students, as well as to inform decision making in the schools related to early literacy intervention. Overall results of the study pointed to a need to focus on the distinct intervention needs and unique contexts surrounding intervention efforts in schools, within both the research and policy realms, in order to expand and enhance documentation and support efforts related to early literacy intervention. [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.]