This systematic literature review explores the effectiveness of the "Play-to-Read in 30 Days" intervention within the Response to Intervention (RTI) framework, focusing on readers at risk. The review synthesizes findings from studies that highlight the positive impact of play-based learning strategies on various reading indicators, including fluency, comprehension, and vocabulary acquisition. The integration of play-based interventions within the RTI framework is shown to be adaptable to the tiered structure, providing differentiated and personalized support for diverse learner needs. The interactive and social nature of play aligns with Vygotsky's sociocultural theory, emphasizing the importance of social interactions in the learning process. While the overall findings are positive, challenges and considerations are identified, including variability in study designs and the need for further research to explore the long-term sustainability of short-term interventions. The study concludes by emphasizing the significance of addressing methodological variations and conducting longitudinal research to enhance the understanding of play-based interventions' sustained impact. The "Play-to-Read in 30 Days" intervention, rooted in a 30-day timeframe, emerges as a promising approach for timely and intensive interventions, contributing valuable insights to inform educators and policymakers seeking evidence-based strategies for supporting readers at risk within the RTI framework