As part of Psychological Services’ commitment to help each child reach their full potential, we present this collection of research-based strategies that have been proven to increase reading skills. We encourage administrators to pass on this information as effective advocates for successful research-based approaches. Research indicates that we should be able to teach almost all but a few severely disabled students to read well (Moats, 1999). In 2000, the National Reading Panel responded to a Congressional mandate by reviewing over 1000 studies and identifying teaching methods that consistently yield improvement in reading (Armbruster, Lehr and Osborn, 2001). These findings are divided into five areas of reading instruction: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. By incorporating teaching practices that really work, we can narrow the achievement gap and improve overall student achievement.