This research explored the relationship of the Reading First Initiative (RFI) in terms of its impact on students' early reading development K-3 and teachers' delivery of instruction. Extant test data were used to establish quantitative data. Direct observation utilizing a checklist consisting of five categories--management, environment, setting the stage for reading, building reading knowledge, and extending reading knowledge--established qualitative data. Expanded field notes provided additional qualitative data. In this study, findings revealed that the RFI significantly impacted student achievement and teacher delivery of early reading instruction (K-3). There was a causal relationship between the RFI and increased students' test scores in five reading components: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Findings also revealed that teachers systematically and explicitly delivered instruction which may have subsequently impacted students' performance. There seems to be a causal relationship between teacher delivery of instruction and student achievement. [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.]