Abstract: In both Lakota and English Reservation schools have always had problems with reading success. This has been a major concern to parents, teachers, and school administrators for many years. The purpose of this study is to review the effectiveness of reading programs for first through third grades at Little Wound School, Kyle, South Dakota, from 2001 - 2003, and to identify if these reading programs are consistent. Case studies of five students are selected from a class that looped with their students. The majority of the students described in this report come from Lakota backgrounds, were poor financially, and have only one parent for support. This research will provide parents, teachers and school administrators in the community with additional knowledge about whether or not these reading programs work.