Literacy significantly impacts access to education, economic development, and life outcomes. However, far too many students pass through elementary school without acquiring the necessary literacy foundation to be successful readers. While students in general demonstrate difficulty in reaching reading proficiency, some groups of students struggle significantly more than others. According to The Nation's Report Card, the average reading score for White fourth-grade students in 2019 was 26 points higher than their Black peers and 21 points higher than their Hispanic peers. Identifying struggling readers and providing effective interventions prove essential to student success in literacy and in life. The purpose of the study was to evaluate the impact of Jan Richardson's Guided Reading intervention versus Reading Plus on third-grade students' guided reading level, comprehension, and standards mastery. A quantitative, randomized research design was used to conduct this study. For this ex post facto study, data were collected before and after the implementation of one semester of the two reading interventions. Data were analyzed to determine if significant differences in guided reading level, comprehension, and state standards mastery existed for students of minority status compared to those of nonminority status. Participants in the study included 120 third graders from six different classes in a Title I elementary school in a rural area of the southeastern United States. Three separate two-way analysis of variance (ANOVA) tests were conducted. Statistical analysis revealed no significant differences in guided reading level, comprehension, or standards mastery between groups based on intervention method. Data analysis revealed no statistically significant interaction between intervention type and minority status on guided reading level, comprehension, or standards mastery. There was a statistically significant difference noted in comprehension for minority students, who scored lower than nonminority students. [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.]