The current research was conducted from the perspective of a changing role for school psychologists within the contemporary educational climate. The present study endeavored to provide psychologists and educators with empirical research to facilitate informed decisions about the Reading Counts program. This study focused on whether or not Reading Counts might be used as an effective intervention to successfully increase oral reading fluency and reading comprehension skills of 3^rd, 4^th, and 5^th grade students. Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency subtest and Scholastic Reading Inventory were used to measure Reading Counts efficacy. The present study utilized multistage sampling, with both random and nonrandom selections at various stages, rendering this study a quasi-experiment. Archived data for 124 students from a north central Florida school district were obtained, to form non-equivalent groups for this one-between one-within repeated measures design. Six analyses were conducted, one for each grade level for each measure. This researcher examined pre-and-post test scores for statistical significance. Although results from the repeated measures analyses yielded significant differences between pre-and-post scores for all grade levels on both measures, non-significant results were observed between the participating and non-participating groups. Students participating in Reading Counts made no more gains than students who were not participants. Thus Ho1 and Ho2 were ultimately accepted for all grades. Based on these findings, observed gains or changes in reading performance cannot be attributed to participation in the Reading Counts program. Statistical results of the present study do not provide the evidence needed to support Reading Counts as an effective reading intervention.