Helping children is the goal of most teachers in the field of education. Helping students learn better and recognizing those who need help early in their education has been shown to increase student achievement. Legislation such as No Child Left Behind of 2001 and the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 are examples intended to make schools more accountable by increasing their focus on helping all students learn by addressing problems earlier and more effectively . The response to intervention (RTI) process is one way educators are trying to do just that. Response to intervention is a new buzzword in the world of education. It's an old idea that has been successful in some schools. The response to intervention model at the research site is a continuous implementation. According to Batsche, RTI is defined as the practice of providing 1) high-quality instruction/intervention corresponding to student needs and 2) using rate of learning over time and level of performance to 3) make important educational decisions. As new ideas and methods come forward, things change (2005). With this in mind, the researcher plans to monitor the progress of six sixth-grade readers as they work with strategies to become better readers. Every student in the research site is placed in the reading class with students scoring two or more below grade levels attending the class at the beginning of the school year. This allows the student to spend “extra” time with the researcher, if necessary, during the rest of the school year. As a reading teacher, the researcher found articles on the effectiveness of RTI with struggling readers in order to better understand the process and better utilize available methods. There are areas that t...... middle of paper...... reading program (2006, page 103). Students at the research site have many opportunities to use reading materials of their own choosing. The interventions in place are not tied to a specific reading curriculum, but are based on real assessment and research-based strategies. Summary In this review, there is indication that early direct interventions work for students who struggle with reading. There is also an indication that it supports true and reliable assessments for collecting data on those particular students. The data should recommend education, not the other way around. Teachers must use the data collected to meet the specific needs of students. Response to intervention is a broad and constructive approach to reaching struggling readers. The current research will study the influence of the RTI program on six students within the classroom.