Four case studies informed by phenomenology were conducted using classroom observations and interviews with children, parents, and teachers to explore how children experienced the phenomenon of learning to read in one first-grade classroom defined by RTI policy. Charmaz's (2006) grounded coding model involving initial, focused, and theoretical coding was used to analyze data. Findings included that within RTI policy, there were spaces to implement reading curricula in thoughtful and purposeful ways that paralleled the home reading practices of children. Having time to read independently and with others each day and books of interest to choose from were found to be motivating and engaging literacy practices to children. In addition, a thoughtful implementation of RTI and ESL services created opportunities for an English Language Learning student to access the same core, Tier I classroom reading curriculum as her English-speaking peers. Stronger partnerships between home and school may have challenged teachers' deficit views of children and increased learning opportunities. While RTI is a response to an equity issue, equity issues continue to operate in schools and classrooms. [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.]