This discussion article takes a closer look at 5 Early Reading First projects in this special issue. It first explores what needed to be in place before these projects could help teachers individualize instructional support for children. The way in which each project sought to provide effective instruction for all children is then discussed, followed by demonstrated project outcomes. The special emphasis that these projects placed on language is highlighted and its importance for literacy is reiterated. Finally, suggestions for next steps in the research process are made. (Contains 1 footnote.)