School districts have come to think of intervention for struggling readers as something accomplished in a session outside the classroom, one period long, taught by someone other than that student's usual teacher. This often leaves struggling readers in a learning environment where no theory or empirical evidence would predict substantial learning. Allington feels that in an effort to comply with federal regulations, these students are also being asked to read texts that are just too hard, leading to frustration and, eventually, giving up. He contends that until we recognize that appropriate instruction has to be available to struggling readers all day long, it is unlikely we will meet the challenges of the new legislation and the moral obligation to end the struggles of our struggling readers. (Contains 2 figures.)