The current study used the Learning Hierarchy/Instructional Hierarchy (LH/IH) to predict intervention effectiveness based on the reading skills of students who are developing reading fluency. Pre-intervention reading accuracy and rate were assessed for 49 second and third grade participants who then participated in a brief experimental analysis (BEA) to determine whether each participant responded best to an acquisition or a proficiency intervention package. Analyses indicate significant baseline differences between students who responded to each intervention package. Moreover, accuracy and rate have a positive correlation with proficiency intervention effectiveness and a negative correlation with acquisition intervention effectiveness. Predictive models and potential accuracy and rate cut scores for making intervention decisions were also investigated. [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.]