Bringing the science of schooling into standard practice for students with learning disabilities (LD) is a threefold process that requires understanding the nature and features of high-quality instruction, encouraging their use, and developing and maintaining systems that can sustain them. Examples are drawn from the LD research base to illustrate each of these areas, with a focus on research in reading acquisition with young children at risk of LD and with older students with LD. These examples suggest a continued push for special education reading instruction through and past the elementary years. I conclude with recommendations for preparing teachers that take advantage of the knowledge gained from research-to-practice endeavors across the country.
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