In this article, the authors discuss aspects of Response to Intervention (RTI) that appear to be promising for the field of reading, and those that they view as problematic. Unlike many earlier models of innovation in special education service delivery, there is some research indicating promise. Most of that research has been conducted with students in the first two or three years of schooling (e.g., O'Connor, 2000; Speece, Case, & Molloy, 2003; Vaughn, Linan-Thompson, & Hickman, 2003). RTI in early intervention is the focus of this article.