Effective reading interventions for students struggling in the early grades have been a focus of considerable research over the past 20 years (Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998; Foorman & Torgesen, 2001; Geva & Siegel, 2000; Klingner & Vaughn, 1996). Comparable research targeting older struggling students has only recently started to develop, partly in response to recent data suggesting that one in three fourth-grade students is reading below a basic level and only 31% of eighth graders are proficient readers (Lee, Grigg, & Donahue, 2007). State, district, and school leaders are motivated to improve the literacy skills of older students, and need materials and support that link the available research to improved teacher practice. This professional development package is designed with that need in mind. A Training of Trainers (TOT) PowerPoint has also been designed to train others to facilitate presentations of this module (abbreviated here as EIASR-PD). It contains presentation guidelines and suggestions for customizing the PD for different audiences. A Useful Companion: Aligning Bringing Literacy Strategies into Content Teaching with Effective Instruction for Struggling Adolescent Readers--PD Module is appended. (Contains 2 tables and 1 footnote.) [For related reports, see "Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice" and "Effective Instruction for Adolescent Struggling Readers: A Practice Brief" (ED521836).]