As a part of Response to Intervention, for three years, ten reading interventionists provided supplemental support to readers. They formed a learning community, took an inquiry-based approach to assessment and developed a theory of what students needed to know and be able to do as readers. They addressed and learned from several other challenges: constructing a theory of a child as a reader, providing focused instructional consistent with their beliefs, helping children develop a generative theory of reading and of themselves as readers, and ensuring consistent instructional focus across stakeholders. Students they served made an average of two months of growth for every month of support. (Contains 1 table.)