Response to Intervention surfaced with the reauthorization of federal special education law emphasizing the importance of early intervention services to maximize skill development. This study compared the effectiveness of Response to Intervention in varied settings and among specific groups of students. When student reading gain was compared in varied settings, there was not a significant difference between the two settings. When compared among groups, there was no significant difference in reading gains between the groups. However, all students receiving Response to Intervention made significant reading gains. Continued research on Response to Intervention and its impact on student reading success would be beneficial in varied settings and among specific groups of students in elementary school settings to determine its overall effectiveness. [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.]