This quantitative study analyzed data to find a valid and reliable assessment for progress monitoring also having predictive power of a student's future reading performance on a state-mandated standardized reading achievement evaluation. The Response to Intervention (RTI) model was implemented in the language arts classrooms of a rural middle school in northeast Georgia to study the effectiveness of instruction for all students, the at-risk, general, and advanced population. This study used Oral Reading Fluency (ORF) and Maze fluency assessments to monitor student progress and to analyze data to drive instruction. The data were gathered weekly over a 23 week period, rotating the ORF and Maze assessments. Stratified random sampling was used to choose the students receiving ORF assessments. The Maze assessments were given to all students in the language arts classrooms. The data were analyzed through multiple regressions to find if there was a relationship between the ORF and Maze assessments and Georgia's reading portions of the Criterion Referenced Competency Test (CRCT) or the Ninth Grade Literature and Composition End of Course Test (EOCT). The data indicated that the ORF and Maze assessments were significant predictor variables for the CRCT and EOCT, and the ORF data indicated a stronger correlation. [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.]