Developing the lifelong love of reading requires lifetime literacy efforts. Teachers and administrators who support these efforts view the language arts from a "big-picture" perspective but realize that they must act in specific ways. Determining students' attitudes toward reading, giving them experiences with different texts, providing them with opportunities to select resources and to read them in school, and helping them to connect skills and strategies to interesting and meaningful contexts are only a few of the ways that support the lifetime reading habit. Although these activities are beneficial for all developing readers, those who struggle with literacy profit from the extra support of "scaffolding." Scaffolding, however, should not be isolated or reductionistic; instead, it should represent the same instructional direction that is intended for non-disabled learners. (Contains 55 references.) (RS)