For the purpose of this article within this special issue on Structured Literacy™, we were asked to address the code-focused skills of phonemic awareness and word reading. Findings from research studies converge to show that explicit and systematic instruction helps most students understand how speech sounds, or phonemes, map to letters and patterns within words, which can greatly reduce the prevalence of reading problems (e.g., Brady, 2011; Lonigan & Shanahan, 2009; National Reading Panel Report (NRP), 2000; Wanzek et al., 2013). However, challenges learning these skills are an indication of many reading difficulties, which limit students' understanding of grade-level academic material. Most (67%) of fourth grade students with disabilities read below a basic level (National Assessment of Educational Progress (NAEP, 2015). [This paper was published in "Perspectives on Language and Literacy" v45 p11-16 2019.]