Students need proficient literacy skills if they are to be successful in school and in life. Students typically master foundational literacy skills in the primary grades, and their abilities continue to develop throughout middle and high school as they encounter increasingly difficult academic work. Unfortunately, a substantial percentage of students move from elementary to middle school without proficient literacy skills. When students are working below grade level, educators oftentimes "intervene" or provide an "intervention" in order to accelerate the growth of students so they can catch up with their peers. In the context of this Dissertation in Practice, the term "intervention" refers to the instruction provided for students who do not have proficient literacy skills. While there is a growing knowledge base of best practices in literacy instruction, schools have a large degree of discretion in how they organize their literacy and reading approaches. This study examines the literacy intervention programs at three middle schools with high populations of students scoring below "satisfactory" on the state assessment provided at a large suburban school district in Florida. The study explores how these intervention programs, which included instruction in intensive reading courses and in other instructional opportunities during and beyond the school day, were implemented, the challenges of providing them, and the differences in implementation across the three schools. This is a multi-level comparative case study with data collected through interviews with assistant principals in charge of curriculum, literacy coaches (known as instructional coaches at the schools), intensive reading teachers, and English teachers at each of the three schools. I analyzed this data, along with documents related to the literacy interventions provided, to gain a clear and comprehensive picture of literacy intervention programs at the schools. In addition, I conducted a cross-case analysis to ascertain the similarities and differences in implementation. This study found that while the schools approached their literacy intervention programs differently, they all provided intervention to students scoring at Level 1 and Level 2 on the FSA in an intensive reading class using the purchased i-Ready curriculum or Corrective Reading, facilitated primarily by second-career teachers. Teachers reported that students were largely disengaged and discouraged. Although there was some support for intensive reading students in the form of tutoring or other opportunities for additional instruction, there was no collaboration between English teachers and intensive reading teachers in an effort to align support for students at any of the three participating schools. The implications of this study are relevant for district policymakers and for practitioners. District policymakers make decisions regarding the content and implementation of the literacy intervention program at the schools in their district, and practitioners at the school level carry out those policies. Given the fact that teachers adamantly voiced their frustration regarding the lack of student motivation and engagement, district leaders may consider examining the instruction in the intensive reading class to see if they can make improvements. At the practitioner level, school administrators, coaches, and teachers may wish to prioritize student motivation and engagement strategies, especially since COVID-19 has resulted in a substantial change in the way they deliver instruction. It is important that the district and schools participating in this study take steps to examine their literacy intervention programs so that students receive strong and engaging instruction that leads to improvement in their literacy skills. [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.]