Interventions for individuals with or at risk for reading disability (RD) need not occur only during the typical school day. Educators and researchers have been actively seeking opportunities to extend literacy learning through home-based, summer, and other tutoring programs. Nevertheless, alternative settings can pose greater difficulty with maintaining participation and ensuring high quality experiences. This introduction to a special issue on reading interventions delivered out-of-school explains the importance of exploring wraparound services and the reasons behind the challenges these forms of intervention face. It then summarizes the key purposes and findings of the three articles composing the special issue, which span early childhood as well as the school-age years.