Through the Individuals with Disabilities Education Improvement Act (IDEA) 2004, Congress calls for all states to identify students who are at risk for reading difficulties and then to use research-based instruction techniques appropriate for the child's needs, delivered by highly qualified teachers to educate all children. Response to Intervention (RTI) is the framework used by many states, including Delaware, to meet the reading instruction requirements of the IDEA 2004. In 2007, the Delaware Department of Education enacted RTI regulations. By the beginning of the 2008-2009 school year, districts were required to implement RTI for all grades, K-12. This study looks at the impact of RTI on students in a selected Delaware middle school who were in Tier 2 or Tier 3 reading RTI in sixth grade. By examining the RTI data recorded in I-Tracker Pro, a data repository within Data Service Center, this study demonstrates the effectiveness of RTI in remediating struggling readers during their middle school years. Based on the data from the sample school, it seems that RTI does a good job of identifying students who are at risk for reading failure; however, students who are not adequately remediated in the elementary school are not likely to benefit from reading RTI in this middle school, as it currently operates. It is imperative that students with reading difficulties be identified as early as possible and taught to read using research- and evidence-based instructional methods. Response to Intervention is falling short of the task at hand and should be reexamined. [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.]