All states test students at specified times as required by the No Child Left Behind Act, but the results of these tests indicate that many students do not meet adequate yearly progress (AYP). This problem was evident in a school district in Missouri in which 3rd-grade students in 2 of the 3 elementary schools did not meet AYP on the communication arts section of the Missouri Assessment Program (MAP) at the end of the 2008-2009 school year. The purpose of this study was to identify strategies that helped students in Allandale, a pseudonym, to be consistently successful on the MAP in communication arts test. The conceptual framework for this qualitative case study included Friend and Cook's collaborative model of interaction among school personnel and Vygotsky's theory of constructivism. Research questions for this study examined the perceptions and experiences of stakeholders related to key strategies in the reading curriculum that help students to become strong readers and how these strategies might be transferred to other settings. Interviews were conducted with 3 stakeholders--a teacher, a parent, and a principal--and several classroom observations were conducted. Data were analyzed using open coding and thematic analysis. The results revealed that response to intervention (RTI) was a successful strategy that assisted students with early interventions in reading and that implementation could be improved or transferred by holding additional meetings both within and among grade levels. This study's findings may help local school administrators support the implementation of RTI and ultimately improve the MAP scores of students who struggle with reading. [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.]