Reading challenges are still evident for more than 90 million adults in the United States who are functioning at the lowest levels of literacy (United States Department of Education, 2004). Leveled Literacy Intervention (LLI) is one program designed to address these educational needs. The purpose of this quantitative study was to investigate the impact of LLI on reading ability when used as an early reading intervention for 2nd grade students at risk of reading failure. A random sample of reading data for 106 students was taken from the 146 2nd grade students who participated in LLI for 18 weeks. A comparison group was comprised of a random sample of reading scores for 146 students who did not receive LLI intervention. This study also examined the perceptions of the 18 teachers who used LLI for reading intervention. A quasi-experimental design was used to analyze teacher perceptions and LLI's effect on reading scores. Reading scores were measured by the Measure of Academic Progress Assessment. Reading intervention teachers' perceptions of LLI were analyzed using chi-square goodness of fit. The results of this study indicated that the reading scores of 2nd grade students who participated in LLI significantly increased. However, the comparison group that did not participate in LLI made more reading gains than the students who received LLI. The result also indicated survey data on teachers' perceptions of the effectiveness of LLI on students' reading ability, program adequacy, and material adequacy were significantly positive. The results may positively contribute to social change by providing educators with a better understanding of effective reading intervention for student in danger of reading failure. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]