The Individuals with Disabilities Act (IDEA) requires that decisions about a student's eligibility for special education services be based on more than one procedure. Futhermore, the reauthorization of IDEA in 2004, known as the Individuals with Disabilities Education Improvement Act (IDEIA), indicated that traditional assessments are not required in determining eligibility for services. One source of information that may be utilized by school psychologists is response to intervention (RTI). RTI involves the integration of assessment and intervention within the context of a multilevel prevention model. For this article, the authors further examine RTI and propose other intervention programs, such as Reading Recovery, to gather additional and comprehensive information about a student's literacy progress.