Although closing the achievement gap is one focus of the No Child Left Behind Act (NCLB), one third of Georgia's third-grade special education students did not meet the state mandated standards on the reading section of the 2008 Criterion Referenced Competency Test (CRCT). The purpose of this quantitative study was to examine the effects of remediation intervention strategies on third-grade special education students' skills using a pretest-posttest quasi-experimental design which was based upon the response to intervention (RTI) framework. RTI uses evidence based instructional interventions that incorporate differentiated instruction activities to increase student achievement. The sample for this study consisted of all third grade special education students who failed the initial administration of the 2009 CRCT in one Georgia County. The dependent paired sample t test confirm that special education student scores prior to the remediation program were a mean of 779.79 and then increased to a mean of 796.18 after the remediation program. The change in CRCT scores for participants in the program was significantly higher for reading scores from the initial test administration to the retest administration (t = 6.1452, df = 38, p = 0.001), which was an 82% increase in student scores. The implications for social change include affirmation that students with disabilities increase reading achievement within the general education classroom when the intervention strategies are consistently implemented. Special education teachers should be utilized as intervention specialists who work collaboratively with general education to provide interventions that address academic deficits. RTI strategies can benefit all students, not just general education students. [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.]