This study examined the effectiveness of a Derived Relational Responding (DRR) program in improving reading comprehension accuracy among upper elementary students without intellectual or developmental disabilities who struggle to meet grade-level reading standards. Addressing a gap in current interventions, the study investigated whether DRR, implemented through the PEAK curriculum, could enhance comprehension skills by strengthening relational reasoning abilities foundational to understanding complex texts. Using an adapted alternating treatment (AATD) design, the study compared reading comprehension accuracy across two conditions: a control condition with standard reading practice and a treatment condition incorporating DRR exercises. The participants included a rising fifth-grade student and a rising sixth-grade student, both identified as performing below grade level in reading comprehension. Data were collected through comprehension assessments, and accuracy scores were analyzed to evaluate the impact of the intervention. The findings showed that the DRR-based intervention led to higher comprehension accuracy scores than the control condition, though there was variability in performance across sessions. The results suggest that while DRR may support reading comprehension improvements in this population, modifications to manage cognitive load may be necessary for consistent benefits. This study highlights the potential of DRR, typically used with students with developmental disabilities, to be adapted for neurotypical older students who face reading challenges, offering a new approach to targeted reading interventions. This research provides preliminary evidence that DRR can be a valuable addition to literacy instruction for struggling readers, addressing specific cognitive needs related to comprehension. Future research should explore the long-term effects of DRR and investigate adjustments to optimize its impact across diverse learning contexts. This study contributes to the educational literature by emphasizing the relevance of relational training in reading comprehension and suggests new directions for innovative interventions in literacy education. [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.]