Title Î? schools are supported to improve student reading achievement and to bridge the achievement gap between low-income students and other students. The researched-based practices of professional learning communities, coteaching classrooms, and the RtI 3-tiered model were added to a Title Î? school to improve students' reading achievement; however, the effects of these research-based practices on students' reading achievement were unclear. The purpose of this quantitative causal comparative study was to examine the impact of these research-based practices on reading scores of students. Florida Comprehensive Assessment Test (FCAT 2.0) reading achievement scores were compared between students (n = 98) in a Title Î? school receiving researched-based practices for 3 consecutive years against Title Î? students (n = 127) not receiving researched-based practices for 3 consecutive years. Gardner's theory of multiple intelligences and Webb's depth of knowledge formed the theoretical framework of the study. The independent variable was the type of reading instructional practices. The dependent variables were the FCAT 2.0 reading scores of Title Î? 5th, 4th, and 3rd grade students. The covariates were the FCAT 2.0 scores or the Florida Assessment for Instruction in Reading test scores taken at the end of previous year for each grade level. Analysis of covariance indicated that students receiving the enhanced instructional practices had significantly higher reading scores than did the comparison group following the intervention. The implications for positive social change include providing data to the study school administration that support the use of these researched-based practices in Title Î? schools to improve students' reading achievement and close the reading achievement gap.