Many students in third, fourth and fifth grades struggle at the lowest levels of reading proficiency. In fact, fewer than 40% of fourth graders in the United States read at or above the "proficient" level on state standardized tests in 2009 (D'Ardenne, Barnes, Hightower, Lamason, Mason, Patterson, Stephens, Wilson, Smith & Erickson, 2013). Reading interventions are implemented to provide remediation to students who struggle in reading and the focus is the students' weakest areas. If students are performing below grade level, these students must receive interventions using the Response to Intervention (RTI) process as mandated by the state. Once students are identified as at-risk of failing, the RTI process should begin. Students scoring basic and/or minimal on the assignments and state assessments are most likely to receive interventions. Teachers should refer students to the Teacher Support Team (TST) and start interventions as early as possible if they are not performing at or above grade level during regular classroom instruction, daily assignments, and assessments. Many schools are experiencing problems with students' academic performance due to reading and learning disabilities. These students are likely to continue to encounter reading problems unless interventions are provided (Drummond 2005). Effective reading instructions and interventions should be provided for students who are having difficulty reading (Lane and Pullen 2004). Torgesen (2006) noted that students at-risk for reading failure need intensive levels of reading interventions. They need teachers who understand how children learn to read and they need consistent monitoring to ensure that interventions are implemented with high quality and fidelity. Educators are constantly seeking and researching ways to improve students' ability to read, comprehend, and master state assessments with a level of proficient or advanced. Acquiring these skills is essential for all students. RTI is a possible solution to improving students' academic success in reading. The purpose of this study was to determine the effectiveness of reading interventions in grades third, fourth, and fifth when students are determined to be deficient based on the results of the Language Arts Mississippi Curriculum Test, Second Edition (MCT2). [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.]