This article presents a synthesis of articles discussed as part of the research symposium at the 25th international conference on learning disabilities by the Council for Learning Disabilities, October 11, 2003. Educators attempting to keep up with the most recent research readily acknowledge that there is too much to read and too little time for reading. Each fall, the Research Committee of the Council for Learning Disabilities (CLD) sponsors a Research Symposium Panel in which panelists, after reviewing recent literature pertinent to the field of learning disabilities (LD), prioritize selections of "must reads" for educators. Symposium panelists apply individualized criteria in selecting their readings, and intentionally no attempt is made to influence perspectives or parameters to ensure autonomy for each panelist's recommendations. Selected readings and commentary from the panelists converged around three topics currently receiving widespread attention in the field of LD: (1) Increasing the widespread implementation of research-based practices in schools, more commonly called "bringing to scale" or "scaling up" practices; (2) Continuing to explore practices that are specialized, individualized, and responsive to the unique needs of students with different types of learning disabilities, as well as focusing beyond school-based learning to lifelong success; and (3) Examining the implications of applying new identification and eligibility criteria for students with LD in applying a response to intervention (RTI) model. Also included in this article is, "Identification, Instruction, Teacher Preparation, and 'Scale,'" by D. J. Boudah, a list of "must reads" from the recent year's literature reflecting four connected topics or themes: (1) current issues of identification; (2) effective instruction and programming; (3) teacher education (specifically the use of web-based instruction); and (4) change as reflected in the concept of "scale."