This manuscript is the outcome of the first year of a two-year project designed to explore what works in reading instruction for students who are highly mobile. The project includes several components. The first was to conduct an extensive literature review to identify what is already known (the focus of this document). In addition to the literature review, focus groups and site visits to projects that have been successful supporting reading among highly mobile students to identify practical, real-life applications of the concepts and strategies found in the literature are being conducted. This initial review and analysis of information will lead to further refinement of the current document. Illustrative cases will be interspersed to further operationalize the concepts presented here. Finally, a major emphasis in the next phase of the project will be to identify resources that are easily accessible to practitioners. This document is organized into the following chapters: (1) Reading and Highly Mobile Students; (2) General Educational Support Systems for Highly Mobile Students; (3) Theory and Research in Reading Instruction; (4) Characteristics of Effective Schools and Classrooms in the Teaching of Reading; (5) The Components of Language and Reading Instruction; and (6) Concluding Thoughts. (Contains 7 tables and 76 endnotes.)