This quantitative, causal-comparative study examined the reading achievement of third grade students to ascertain the reading health of elementary students as measured through South Carolina's standardized assessment, the Palmetto Assessment of State Standards (PASS). The purpose of this study was to determine if there was a significant difference in reading achievement in 2012 when compared to 2009 with subgroups portrayed based on economic status, gender, ethnicity, and disability status. The study used ex-post facto, archival standardized reading assessment scores retrieved from the South Carolina Department of Education's website. The sample included third grade reading scores from students in 2009 and 2012 within a suburban school district. The results from the study revealed descriptive differences among various subgroups yet inferential statistics displayed statistically significant differences only within the demographic subgroups of students with disabilities and within one subgroup for ethnicity. The findings from the study may assist district leaders in making appropriate reading curricular decisions for students who have experienced minimal or negative standardized test scores and the implementation of the commercial reading program, both descriptively and inferentially. Researchers and educational leaders should continue to explore reading curriculum policy and practice based on campus and student needs as opposed to the use of generic commercial programs for all students without consideration of authenticity or circumstance to assist with reading achievement for the individual. [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.]