Effective reading instruction plays an important role in improving students' outcomes in reading achievement. This paper is designed to serve as a tutorial for translating the simple view of reading model into classroom practices for improving early reading instruction. This model is used as a framework for facilitating teachers' word study knowledge for instructing both typically developing readers and struggling readers. Scientific studies on the developmental relationships between component reading skills and reading achievement and classroom strategies to facilitate effective word study instruction are discussed in the context of this model.