The purpose of this study was to determine (a) if the reading program adopted by Sally D. Meadows enhanced the achievement of students placed in the Early Intervention Program (EIP); (b) if the students' reading achievement scores increased more after the second year of implementation than they did after the first year of implementation; and (c) how the reading scores of EIP students instructed with the adopted reading program compared with the reading scores of non-EIP students who did not use the reading program. The study employed quantitative research methodology with a causal-comparative research design. The data was collected using an ex post facto method. The results of the study have facilitated the decision-making process in determining the effectiveness of using a reading model, composed of Corrective Reading and the support of an external reading consulting firm, with students placed in the Early Intervention Program. A paired "t" test noted the gains in reading scores for EIP students from year one without the reading model to the next year with the reading model. A repeated-measures ANOVA determined the significance of difference in CRCT scores before and after two years of implementation of the reading program and compared this difference to before and after one year of implementation of the reading program. An independent "t" test compared the mean of the scores of EIP students to the scores of non-EIP students. This comparison determined that the reading program adopted by Sally D Meadows to instruct EIP students offered greater gains to this population as compared with the performance of non-EIP peers taught using another method of instruction. [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.]