The National Accessible Reading Assessment Projects (NARAP) have been conducting research and engaging in other activities to pull together a full view of the issues and potential solutions for developing reading assessments that are fully accessible and produce valid results for students with disabilities. To introduce this topic, the assumptions and theoretical bases for NARAP's work are explained. A description of students with disabilities and how the disabilities affect reading and performance on reading assessments is addressed, as well as the role of accommodations and universal design of assessments. Possible ways to create accessible reading assessments are highlighted here and presented in the articles in this issue of the journal.