Reading, as a foundational skill for adolescents to have in order to compete in the labor market, has received great attention in the K-12 and postsecondary education research. The T-TIP (The Tier Three Instructional Planning Tool) is designed in alignment with the critical components of reading content and pedagogy for adolescents with reading difficulties in multi-tiered system of support. In the study, a single-subject AB multiple-baseline design across subjects will be utilized to investigate the effectiveness of T-TIP on teacher lesson planning, with a focus on corrective and elaborative feedback within Tier Three literacy instructional settings in secondary schools. Findings revealed that there is a functional relationship between T-TIP prompt and improving reading pedagogical behaviors (providing corrective and elaborative feedback) in intensive instruction. In addition, the social validity of the T-TIP demonstrated the acceptability and satisfaction in using T-TIP for teacher lesson planning and implementation of the instruction at Tier Three settings. The impact of the T-TIP on the frequency and sustainability of evidence-based reading instruction and teaching behaviors will be discussed along with the future research and recommendations. [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.]