The What Works Clearinghouse (WWC) practice guide, "Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades," offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This brief summary report focuses on the third of the five recommendations: "Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark on universal screening." This brief suggests that typically, these groups meet between three and five times a week for 20 to 40 minutes (tier 2). Tier 2 interventions are provided only to students who demonstrate problems based on screening measures or weak progress from regular classroom instruction. These students receive supplemental, small group reading instruction aimed at building foundational reading skills. The small groups should be homogenous and range from three to four students, using targeted curricula in one of the components of reading instruction (phonemic awareness, phonics, vocabulary, comprehension, and fluency). This summary provides steps to carry out the recommendation, identifies potential roadblocks, and suggests ways to address them. [For "Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. IES Practice Guide. NCEE 2009-4045," see ED504264.]