This study addressed issues in implementing RTI Tier II reading intervention in kindergarten classrooms which contained Hispanic students learning English. In addition, the scope of reading progress of Hispanic students learning English was explored. The purpose of this research was to examine the frequency in providing RTI reading interventions and how they were implemented in kindergarten with Hispanic children who are learning English. This study employed an explanatory sequential (Quan ? QUAL) mixed methods design (Creswell & Plano Clark, 2011). To address the purpose of the study, the overarching mixed methods question was: What is the frequency of RTI Tier II reading interventions for Hispanic kindergarten English learners and how are they implemented? Other quantitative questions included: What is the frequency of RTI Tier II reading interventions for Hispanic kindergarten English learners? * What indicators do teachers use to determine if a student needs RTI Tier II reading interventions? * What are the factors in planning and delivering RTI Tier II reading interventions? • What indicators are used to determine progress made by a student receiving RTI Tier II reading interventions? The central qualitative question was: How are RTI Tier II reading interventions for Hispanic kindergarten English learners implemented in the classroom setting? Sub-questions included: * What role do teachers' beliefs about the reading ability of Hispanic kindergarten English learners play in identifying students and delivering RTI Tier II reading interventions? * What criteria are used to identify a student for RTI Tier II reading interventions? * How do teachers plan and deliver RTI Tier II reading interventions in the classroom setting? * What criteria are used to document and establish progress of a student receiving the RTI Tier II reading interventions? * What is the scope of progress of students receiving RTI Tier II reading interventions? The first phase of the study included a quantitative survey for all kindergarten teachers in a school district in central Alabama. The second, qualitative phase, included an in-depth multiple case study analysis of four kindergarten teachers. In addition, assessment results of 12 Hispanic ELL focus students were analyzed. Finally, cross-case analysis was conducted on the teacher case studies and focus students. This study shed light on the instructional practices involving RTI Tier II reading interventions for Hispanic ELLs in kindergarten. [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.]