Two studies--one quasi-experimental and one randomized experiment--were designed to evaluate the effectiveness of supplemental instruction in structural analysis and oral reading practice for second- and third-grade students with below-average word reading skills. Individual instruction was provided by trained paraeducators in single- and multiletter phoneme-grapheme correspondences; structural analysis of inflected, affixed, and multi-syllable words; exception word reading; and scaffolded oral reading practice. Both studies revealed short-term word level and fluency effects.