<p>Effective individualized reading interventions within the response-to-intervention (RtI) model promote reading development of students who struggle with reading. However, the effectiveness of individualized reading interventions has mostly been investigated in variable-centered approaches, showing pre-post differences in students’ reading achievement without considering heterogeneity among participants. To provide a more nuanced understanding of the impacts of individualized reading interventions, the current study adopted a person-centered approach and examined how individualized reading interventions are associated with heterogeneous patterns of changes in children’s reading achievement. The authors conducted a secondary data analysis on the 2021 and 2022 school-wide universal screening data (<i>N</i> = 470) of two elementary schools in South Korea. Latent profile analyses presented three consistent reading profiles both in March 2021 and March 2022: high reading achievement, moderate reading achievement, and low achievement profiles. Among participants who were identified as students at risk for reading disabilities in March 2021, 24 students received individualized reading interventions in the 2021 academic year. A latent transition analysis supported that students who received the individualized interventions were more likely to transition to higher reading achievement profiles, even in comparison to students not at risk for reading disabilities. The result suggests that the RtI-based individualized reading intervention is helpful for narrowing the achievement gap between struggling readers and typically developing children.</p>