Students' inability to meet grade level standards in reading on state and national assessments continues to be a problem across the nation. This causal comparative cohort model sought to examine the effect of the Gradual Release of Responsibility Model (GRRM) on 4th grade reading achievement, gender, and socio-economic status, and to examine educators' perceptions about the effectiveness of the GRRM on reading. The sample population consisted of approximately 400 third and fourth grade students, 12 teachers, 6 coaches, and 7 administrators in five Title I schools in southeast Tennessee. Statistical significance was found between the control and treatment groups. Conclusions reflect that the GRRM was effective. Significant differences were not found according to gender nor socio-economic status. [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.]