Learning to read is essential because reading provides a gateway for learning within and outside of school. African American boys continue to underperform in reading. A two-group pretest-posttest quasi-experimental design was used to determine the impact Response to Intervention and Instruction (RTI2) has on African American boys compared to white boys in second and third grades that received reading interventions. A mixed-model analysis of variance (ANOVA) and chi-square tests were run to determine significant differences and correlations between the subgroups. Results showed no statistical difference in pretest-posttest scores or Tier movement between the subgroups. This study contributed to the body of educational research to assist educational stakeholders in making informed decisions regarding supporting African American boys in learning to read. [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/en-US/products/dissertations/individuals.shtml.]