Reading Recovery (RR) is a widely used first grade intervention program for students who are struggling with literacy skills. With its component strategies, teacher training, high degree of fidelity of treatment, specified timeline, and cut-off score defining which students have succeeded, RR fits the problem-solving approach of the Response-to-Intervention (RtI) model. This conceptual article provides a description of (1) the RtI paradigm, (2) where RR could ft as a component intervention, and (3) what additional remedial activities and assessments could help school teams have insight as to which students with reading disabilities (RD) should be identified for long-term programming. (Contains 2 figures.)