Reading is a skill that is required in a variety of settings. It is a skill that begins developing early in children's school years and continues to develop well into their adult lives. Unfortunately, many children struggle to become successful readers with only basic classroom instruction. Therefore, it is imperative that schools use a three-tiered Response to Intervention approach to target children who have, or are at risk of having, a reading disability. Response to Intervention has proven to be successful in providing much-needed targeted interventions so that students of all ages can become proficient readers.