The purpose of this study was to investigate reading interventions for primary students who are falling below proficiency standards at Madison Heights Elementary School. Specifically, this dissertation investigated the question: "Will the use of Targeted Accelerated Growth (TAG) along with the use of a computer-based reading intervention program significantly increase the reading achievement of low performing students in third and fourth grades?";Teachers identified students scoring below 50% on the Terra Nova Assessment or approaching or falling far below on the Arizona Instrument to Measure Standard (AIMS). The gap in achievement and the amount of additional time required to meet proficiency levels was calculated. The Arizona Assessment Collaborative (AzAC) reading assessment was administered in September as a pre-test measure of achievement. Individualized plans for each student were created. Daily small group reading instruction was implemented by the classroom teacher. Waterford Early Reading Program (WERP), a computerized reading intervention program, was also utilized to provide students additional instruction, practice and reinforcement in reading. Fidelity checks were conducted by the school principal to monitor allocation of instructional minutes, additional computer time, and small group instruction to targeted students.;The results showed that, by the end of the 12 week targeted intervention period, a mean gain of 16% was attained, with 47 of 49 students making academic gains. The gain for third grade students was greater than for the fourth grade participants. Third grade gain was 19%, whereas the fourth grade gain was 12%. Self reports of overall teacher efficacy started out positive and remained high for all teachers in the study.;Taken together, the benefits of implementing TAG have been noteworthy. A large number of students made substantial gains in reading achievement by the end of a relatively brief intervention period. Teachers have benefited from broadening their professional knowledge and instructional repertoire to assist students. Finally, TAG has helped to change the culture of the school so that teachers focus more precisely on the needs of individual children to provide individualized instruction for each student, using a wider range of teaching techniques and tools.
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