The practice guide, "Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades," offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This brief summary report focuses on the first of the five recommendations: "Screen all students for potential reading problems at the beginning of the year and again in the middle of the year. Regulary monitor the progress of students who are at elevated risk for developing reading disabilities." This recommendation suggests that educator teams should set up a universal screening system, using effective screening measures, to address reading and reading-related skills appropriate for each grade level. Such screenings will help determine the appropriate level of the response to intervention (RTI)/multitiered support system (MTSS) program for each student. Most programs will have three tiers as follows: (1) Tier 1 instruction is generally defined as reading instruction provided to all students in a class; (2) Tier 2 interventions are provided only to students who demonstrate problems based on screening measures or weak progress from regular classroom instruction. These students receive supplemental, small-group reading instruction aimed at building foundational reading skills; and (3) Tier 3 (and above for MTSS) interventions are provided to students who do not progress after a reasonable amount of time with the tier 2 intervention. Those interventions usually entail one-on-one tutoring with a mix of instructional interventions. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For "Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. IES Practice Guide. NCEE 2009-4045," see ED504264.]