Principals and school administrators across the country know that "quick fixes" are not likely to help when children are not learning to read. For years, teaching reading has focused primarily on curriculum and instruction, but the focus needs to shift from teaching reading to learning to read. This report contends that because children's backgrounds, learning needs, and skills vary, effective reading instruction depends upon three main components: teachers must assess children's reading skills in an ongoing manner; they must use assessment information to customize instruction to individual student needs; and they must participate in ongoing professional development to gain knowledge of reading and reading instruction. The report lists the benefits of effective reading programs; makes recommendations for district leaders in creating effective reading programs; suggests how to build an infrastructure to support effective reading programs; and explains how to manage change in creating effective reading programs. It outlines the framework of the essential cognitive elements of learning to read that teachers need as part of their core knowledge. The paper states that the Southwest Educational Development Laboratory (SEDL) offers such a framework and provides an illustration. It also lists various resource databases, as well as other resources. (NKA)