Southwest Educational Research Laboratory's (SEDL's) reading project examines early literacy in Grades K-2 and the prevention of early reading failure. The goals of this effort include the following: developing a framework of the cognitive foundations of learning to read that organizes research information; using that framework to organize information about K-2 reading assessment, instructional resources and strategies, and state standards; providing tools and resources that facilitate tracking student achievement data; and assessing the utility of the developed resources with practicing teachers. This framework, "The Cognitive Foundations of Learning to Read," was developed with external consultation over a 22-month period. The framework's content and the organization are derived from scientific research conducted in a variety of disciplines, such as education, linguistics, cognitive science, and psychology. The framework and the complementary resources were developed by SEDL staff in collaboration with 71 elementary teachers representing 7 elementary school campuses in 2 states, New Mexico and Texas. The framework contains the following sections: Creation of a Suite of Reading Resources; History of SEDL's Reading Project; Acknowledgments; SEDL's Framework and Complementary Resources; "The Reading Acquisition Framework: An Overview" (Wesley A. Hoover and Philip B. Gough); The Framework Elements (language comprehension, decoding, background knowledge, linguistic knowledge, phonology, syntax, semantics, decoding and the cognitive elements that support it, cipher knowledge, lexical knowledge, phoneme awareness, knowledge of the alphabetic principle, letter knowledge, concepts about print, reading comprehension, putting the pieces together); Using the Framework and Suite of Knowledge; and Glossary of Framework Elements. (NKA)