The purpose of this study was to examine how the Response to Instruction and Intervention (RtI2) framework was implemented at a culturally, ethnically, and linguistically diverse urban school. This study also evaluated the effectiveness of Burst: Early Literacy Intervention (Wireless Generation®, 2009), a Tier 2 intervention program, in regards to ELLs reading achievement. The investigation was conducted using a mixed methods case study research design. Controlling for ELD level, ANCOVA results showed no significant difference between the DIBELS Composite scores: there was no significant difference between Gains_1 (gain in DIBELS scores from BOY to MOY) for Burst and non Burst students (F = 1.32, p < 0.26). The qualitative findings resulted in the following three themes: (a) school culture, (b) teacher perceptions and core beliefs, and (c) factors that contribute to positive student outcomes. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]