The purpose of this evaluation is to identify a delivery model for reading intervention services that can provide successful support for Students with Disabilities in reading. The participants in this study, general education and exceptional education teachers who teach reading content in grades K-5, answered survey and interview questions related to the current delivery of intervention services at ABC Elementary (pseudonym). The results of this evaluation revealed that addressing additional time for reading intervention and using materials that provide a multi-component of reading elements can improve the delivery of reading intervention services for Students with Disabilities. Based on these findings, I proposed that additional time be structured in the master schedule for reading intervention for students showing deficits in the fourth and fifth grades. The additional time can provide a framework in which targeted intervention is provided to ensure increased gains in reading for all students
