The purpose of this action research study was: (a) to explore the relationship of student achievement in reading employing the Woodcock Interpretation and Instructional Interventions Program (WIIIP) within the Response to Intervention (RTI) model (b) to examine the relationship between the WIIIP and the rate of progress of four students who participated in Reading Mastery, one student who participated in Corrective Reading, and one student who participated in both Reading Mastery and Corrective Reading and (c) to determine if staff involved in the intervention process believe the WIIIP data program interventions impacted the rate of progress for each student.

Methods included quantitative and qualitative elements that involved case studies of six students attending one of three elementary schools implementing an RTI model during the 2010–2011 school year as well as data about each student’s reading progress over time. In addition, the study included an analysis of documents and interviews with those educators engaged in the diagnosis and interventions for the students. The staff involved included the school psychologist, special education teacher, intervention instructor, and general education teacher involved with the case study students. These data produced information that contributed to the understanding of factors that impact the staff roles and experiences implementing RTI, the RTI implementation process, the alignment of specific reading interventions, awareness and communication, and the overall perceptions of staff and assessment data regarding the impact on individual reading progress.