The purpose of this study is to investigate the effect of the Sing, Spell, Read, Write (SSRW) phonics curriculum that uses explicit and systematic methods and incorporates music to teach literacy skills implemented as a tier-two reading intervention in the Response to Intervention process to meet the cultural and linguistic needs of English Language Learners. A sequential explanatory mixed methods design will be used to explore the research questions. Using a quantitative quasi-experimental comparison method, the researcher gathered archived data relating to ELLs reading achievement using the reading portion of the Criterion-Referenced Competency Tests and the STAR Reading assessment. The qualitative component of this study used a phenomenological case study design to examine the shared experiences of teachers whose students participated in this study and were exposed to the SSRW reading intervention. Teachers' perceptions were examined through open ended post intervention interviews. The interviews aimed to gather data related to the effect the intervention had on teachers' perceptions of the appropriate types of interventions to use when working with ELLs. The music intervention was implemented in addition to students' daily reading instruction. The sample for this study was comprised of third and fifth grade teachers, and third and fifth grade ELLs in tier-two of the RTI process for reading. [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.]