Many schools in the United States use the IQ-achievement discrepancy method to identify children with learning disabilities (a significant split between their intelligence and their achievement skills). Unfortunately struggling students who are not identified by this method remain in the regular education setting with no additional supports and can experience failure throughout their academic careers. In 2004, the Individuals with Disabilities Education Act was reauthorized to provide states with the option of using a response to intervention (RTI) model in lieu of or in conjunction with the IQ-achievement discrepancy model. However, many states have chosen not to adopt this new model due to the lack of research supporting RTI. The purpose of this quasi-experimental pre/posttest design study was to determine the impact of specialized instruction on reading fluency, rate, and accuracy with students in grade 4 who have been identified as at risk for reading failure. Twenty students identified as at risk for reading failure were split into two groups: a control group that received reading instruction within the classroom using the general education curriculum and an experimental group that received supplemental reading instruction (RTI) using Read Naturally in addition to the general curriculum. The difference between pretest and posttest scores obtained from the Gray Oral Reading Test were analyzed using an independent samples t test, which revealed that students who participated in the reading intervention demonstrated significantly more growth in the areas of reading fluency, rate, and accuracy than students in the control group. This targeted instruction, using the RTI model, enabled students to increase their overall reading achievement. This research could help educational leaders to promote social change by coming to a consensus on how to best solve this longstanding problem so that we may move forward and continue to make advancements in the field of education, ultimately advancing our society.