This quantitative study aimed to examine the relationships between third grade reading instructional strategies in high-performing Title-One schools compared to low-performing Title-One schools in four school districts in South Carolina. The study was framed through the lens of Marzano's Theoretical Framework which outlined specific instructional strategies to be more effective than others. A four-part survey was administered through Qualtrics to gather specific instructional strategies. Current research was reinforced, and this study brought about new findings. This study collected survey data from teachers to determine if there was indeed a difference in the instructional strategies used by third-grade reading teachers in low-performing Title-One schools compared to high-performing Title-One schools. The results of this study found that there was no significant difference between the instructional strategies between high and low-performing Title-One schools. However, this study did highlight specific reading strategies that prove to be most effective. This study also reinforced reasons why specific instructional strategies are more effective for high-performing Title-One schools. [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.]