This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can system leaders improve reading comprehension for students in kindergarten to grade 4 through stronger Tier I English language arts instruction? In order to answer this question, the brief breaks down the issue into four points: (1) Throughout the early elementary grades, students struggle to comprehend grade-level texts that require strong word recognition skills, vocabulary and background knowledge, mastery of complex syntax, and the ability to draw inferences; (2) Word recognition and language comprehension are central to how well a student understands a written passage; (3) Reading comprehension also depends on the reader, the text, the activity, and the context; and (4) Failing to read proficiently in the early elementary grades can have long-lasting negative consequences for students' future educational and economic success. Based on these points, the brief provides eight strategies to consider and three strategies to avoid.