The practice guide, "Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades," offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This brief summary report focuses on the second of the five recommendations: "Provide differentiated reading instruction for all students based on assessments of students' current reading levels (tier 1)." Tier 1 instruction is generally defined as reading instruction provided to all students in a class. Although there is little evidence-based research to guide effective tier 1 implementation, it is recommended that reading instruction be differentiated, using small groups, centers, or independent work time to target different areas of literacy development with different students. Frequent assessment and data-driven decision-making should guide the differentiated instruction. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For "Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. IES Practice Guide. NCEE 2009-4045," see ED504264.]