Fifty 2nd- and 3rd-grade students identified as experiencing difficulty reading were randomly assigned to experimental and control groups. In the experimental group, students received a reading intervention called Read Two Impress for a total of 360 min. Students in the control continued to receive regular instruction from their teacher. A 2 × 3 repeated measure analysis of variance revealed significant main effects, and a post hoc analysis of mean difference effects size showed that students who received the intervention experienced a medium effect (d = 0.71) on their independent reading levels, whereas the control group experienced a small effect (d = 0.40). Both groups showed a slight decrease 2 months after the completion of the study. Implications for instruction are also discussed.