For students with learning disabilities, the upper elementary grades may represent a unique opportunity to provide successful remediation for lessening a reading difficulty and preventing students with learning disabilities from falling behind in other content areas. This article discusses effective reading interventions for students with learning disabilities in fourth and fifth grades. First, we review the research base on reading interventions at these grade levels in terms of content and context. Next, practical recommendations for practitioners emanating from the research are discussed. The article concludes with a brief discussion on limitations of the extant literature and suggestions for future research. (Contains 2 tables.)