This quantitative study investigated Kindergarten, 1st grade, and 2nd grade teachers' perceptions regarding using assessment data to support reading development. Thirty-nine teachers from eight southwestern school districts encompassing four counties were surveyed. The researcher used The Statewide Data-Driven Readiness Study: Teacher Survey (McLeod & Seashore, 2006). Although the researcher could not definitely state that teachers were in favor of utilizing assessment data to support reading development, it was uncovered that 87% of teachers did agree to some extent that assessment data could support reading development. The researcher found a statistically significant difference between Kindergarten and 1st grade teachers' perceptions regarding the use of data gathered from common periodic assessments. [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.]