Tier 3 interventions are necessary for students who fail to respond adequately to Tier 1 general education instruction and Tier 2 supplemental reading intervention instruction. We identified 8 students in 3rd and 4th grade who had demonstrated a slow response to Tier 2 reading interventions for three years. Students participated in a researcher-developed Tier 3 intervention for 8 weeks that focused on skill development in word analysis, word identification, and reading rate. Prior to Tier 3, students were making minimal growth in reading; however, during Tier 3, the 8 students demonstrated strong growth on measures of word identification and reading rate. Given that educators can easily implement a similar Tier 3 intervention in their own schools, results are promising for poor readers who are difficult to remediate. [This paper was published in "Learning Disabilities Research & Practice," v30 n4 p171-181 Nov 2015 (EJ1079599).]