This manuscript, compiled by the National Center for Homeless Education, is the outcome of the first year of a two-year project designed to explore what works in reading instruction for students who are highly mobile. It summarizes the findings of a review of literature on teaching reading to highly mobile students. The target population included elementary-grade students who are highly mobile due to the stressors of poverty. The project includes an extensive literature review to identify what is already known. Reading research focusing on mobility is not widely available; consequently, the first chapters provide information about mobility. There is a growing body of research on reading instruction for students living in poverty. Since poverty is a common factor among mobile students, this research aligns most closely and may offer effective reading practices for students who are highly mobile. The review identifies practical, real-life applications of the concepts and strategies found in the literature. The review concludes with recommendations for educators that range from broad policy and school district-level strategies, to the classroom-level with general organizational structures and proposed reading practices suggested by current research. The next phase of the two-year project will identify resources that are easily accessible to practitioners. These will be disseminated as a "toolkit" companion to the current document.