Reading is creating meaning with print. It makes sense that interventions for struggling readers be similarly meaning-based and take place, to the greatest extent possible, in a general education setting. This article describes a meaning-based Response to Intervention plan that is economical, pragmatic, research-based, and effective. Based on a neurocognitive modeling of reading, this plan provides research-based guidance to schools working to implement Tier I, Tier II, and Tier II interventions for RTI that will enable all students to achieve their full literacy potential.