The Success for All model of instruction, which seeks to prevent academic problems in elementary school by addressing reading difficulties with early, intensive intervention, is described. The approach, begun with native English-speaking students at risk academically, provides tutoring from prekindergarten or kindergarten onward, particularly through one-to-one tutoring. At elementary schools serving communities where many students begin school speaking other languages natively, the program was adapted to provide literacy instruction in English as a Second Language (ESL). The report describes distinctive elements of the program as implemented in seven schools nationwide, and discusses the adaptations made for the needs of English language learners. A major feature of the program is the use of tutors in pull-out sessions and to provide small-group instruction in homogeneous groups during daily classroom reading periods. Activities include fast-paced routines and group-response games. Reading level assessments are made every 8 weeks. ESL instruction emphasizes skills directly tied to success in the English curriculum. Additional elements include a full-day kindergarten, family support team, full-time program facilitator in each school, and inservice education for participating teachers. Data on student success in each program are summarized. (MSE)