As a result of the Reading First Program of the No Child Left Behind Act (NCLB), the view of reading has narrowed. Individual state's Reading First professional development programs, and hence reading teachers across the United States, have spent the six years since the funding of the program in 2002 focusing beginning and developmental reading on only five areas determined to be sound according to scientifically-based reading research: phonics, phonemic awareness, fluency, vocabulary, and comprehension. Subsequently, one visual model of effective reading instruction focusing on the five essential components (summarized by Pracek for the National Institute for Literacy Publication, 2002) has been widely distributed, often replacing other models. This article features a merged reading model that provides literacy specialists with a broader map for navigating the teaching-learning-reading process and aids teachers in dealing with more challenging language learners and emergent and developing readers. The merging of three reading models--McKenna and Stahl's cognitive model, Spear-Swerling and Sternberg's stage model, and the Pracek model--with teacher education program (TEP) and reading program requirements, made possible by distilling the critical content then portraying it graphically by using a flow chart and additional meaningful graphic elements, resulted in a schematic representation that has greater content dimension and teacher usability. (Contains 5 figures.)