Success in reading is essential throughout a student's school career and into adulthood. Recent data from the National Assessment of Educational Progress (NAEP) reading assessment shows that approximately one-third of all fourth-grade students are not meeting basic reading standards. When results are broken out by racial and student subgroups, the percentage of African-American and Hispanic children and children with disabilities or living in poverty scoring below basic is higher than other subgroups for a variety of reasons. This presents greater challenges for practitioners at all levels of the educational system. Children scoring below expectations may be at risk of reading difficulty, and regardless of the basis for the difficulties, schools need to provide supports early in a student's career. Interventions designed for students at risk of reading difficulty are helpful to all students. However, modifications in identification, diagnosis, and delivery of services are needed when working with culturally and linguistically diverse students at risk of reading difficulty. Although there is a need to expand research and practitioners' understandings, multiple sources of support and resources can be drawn on to assist struggling readers. Research-based guidance is available to states and localities from a number of sources, including research centers, advocacy organizations, and various agencies of the federal government. [This report was prepared by National Education Association's (NEA's) Center for Enterprise Strategy (CES).]