In this article, the authors examined the effects of 1 year of supplemental instruction on first-grade children considered struggling readers on their phonics and reading comprehension achievement, along with second-grade children considered struggling readers on their reading comprehension achievement. This study included 196 children in 17 schools. The authors invited teachers to participate through their principals and requested teachers who were particularly successful at implementing the instructional model awarded through the grant program. The authors performed ANCOVA with (a) the posttest on the Flynt-Cooter reading passages test as the dependent variable, (b) pretest as the covariate, and (c) group (daily supplemental instruction or no daily supplemental instruction) as the dependent variable. The results suggests that thirty-nine first-grade children and 20 second-grade children served by models that included daily intensive instruction as a supplement to their regular classroom reading instruction achieved significantly higher on the Flynt-Cooter reading passage than did 84 first-grade and 43 second-grade children who did not receive supplemental instruction.