Classroom teachers and reading specialists have attempted to determine the most effective ways of working with struggling readers. Early intervention and quality instruction are the keys to assisting these struggling readers; however, determining how and where intervention-based instruction should occur is still a concern. Struggling readers need extra time and specialized attention to achieve; however, educators and administrators continue to discuss whether this intervention should occur through separated instruction with small-group instruction, or whether students should be supported by specialists alongside classroom teachers in a whole-group setting. (Contains 5 tables and 1 figure.)