Challenging texts can be made accessible to students by increasing the level of instructional scaffolding. This article describes evidence-based models of shared reading that support reading development across the elementary years. Shared Reading Experience (Holdaway, 1982), Fluency-Oriented Reading Instruction (Stahl & Heubach, 2005), think-alouds, and high-level discussion enable students to successfully read texts that might be considered frustration level if relying upon traditional criteria for determining difficulty. (Contains 2 tables.)