In this article, 3 models of collaboration between speech-language pathologists and classroom teachers are discussed to promote emergent literacy and accurate and fluent word recognition. These models are demonstration lessons, team teaching, and consultation. A number of instructional principles are presented for emergent literacy and decoding within the context of collaborative work designed to help a preschool child with oral language difficulties and a second grader with word reading problems. Instructional principles cover the areas of vocabulary, phonological awareness, and narrative discourse in the emergent literacy period, and sounding out, reading by analogy, structural analysis, and routines to build fluency during the period of formal reading instruction.