Over many decades, the efforts of researchers to understand key issues in the reading performance of those children most at risk for developing later reading problems has been relentless. This article presents the author's commentary to three studies: (1) Vanderwood, Linklater, and Healy (2008); (2) Edl, Jones, and Estell (2008); and (3) Baker et al. (2008). Taken together, these three articles represent a very strong contribution to the literature. Each emphasizes, from a slightly different perspective, key points of concern related to promoting academic competence among underserved, at-risk students. One particular key point is the long-term predictability and importance of measures obtained early in a child's school career. The articles reinforce the strongly held view that the earlier the learning trajectories of these students are identified and attacked, the greater the likelihood of reducing future risk. Further, among students at risk for developing academic problems, those who are English language learners (ELLs) may struggle to overcome an additional risk factor--that is, the stigma associated with low teacher expectations of academic competence.