Grassroots efforts and other advocacy have led to the vast majority of states adopting policies designed to improve the reading outcomes of all children, including those who struggle to read. Whereas these policies consider various aspects of reading, much of their emphasis has been on developing word reading accuracy and fluency through explicit instruction in phonics. Of course, word reading is critical to reading achievement, but reading involves much more than recognizing the words on the page. Students must also comprehend what they read. Research within the science of reading has investigated what is involved in comprehension and how children learn to understand what they read. This article discusses redefining reading while narrowing the view of reading including the components of phonological awareness, phonics, and fluency.