The study was implemented in the Title I Marinette School District using a randomized experimental design and parallel quasi experimental design spanning three grades 1-3 in 3 district elementary schools. The Remediation Plus Intervention is a multi-sensory, systematic synthetic phonics curriculum for all ages of students who struggle with reading, spelling and or handwriting. It was taught in the study in 30 minute pull out blocks to 1-3 students by teachers trained for 2 days in the program. The teachers delivered 48 lesson plans,approximately 50 hours of intervention. Evaluation questions: 1. Does student reading achievement improve for students compared to students not receiving the program? 2. What were teacher reactions to their experience using the program and to its benefits for students? A mixed method design was employed with the primary focus directed to analyzing student achievement on a battery of age appropriate reading skills assessments. The comparison group intervention were the Leveled Literacy Intervention (LL1) and Soar to Success both having limited emphasis on phonics relative to R+. The reading achievement posttests consisted of: PPVT, W-J III Letter-Word ID and Word Attack, GORT-4 (Grade 1) W-J III Letter-Word ID and Word Attack, GORT-4 (Grade 2) W-J III Word Attack, GORT-4 (Grade 3) Five reading specialists at all three schools were interviewed individually for one hour in May, 2015. Questions asked them to describe the interventions employed and their perceptions regarding implementation demands and the quality/fidelity achieved, effectiveness for students, strengths, weaknesses, and recommendations regarding future personal and district use.