The most important information in this article is the explicit instruction cycle. The cycle tells us that students with reading disabilities need explicit, or direct, instruction, modeling and feedback. Direct and straightforward instructions are important as the student may have a hard time understanding complicated instructions because of their disability. If the instruction given is direct, there is no reason for the student to get mixed up with what he needs to do. The cycle also indicates the importance of assessment data, as these information becomes the basis of the lesson plan for the student. And of course, feedback is always necessary in any given program. This allows the student to know his progress and how else he can develop his skills. There should also be a monitored independent practice to improve the student’s level of confidence. With this, the student will learn that he also needs to do something by himself in order to improve. He does not need to rely always on his teacher. The program is a cycle to establish the student’s development not just to start it. The article concludes that, based on research, existing reading instructions and programs for students with reading disabilities are effective. It is important, though, to note that the development for these students may not be in a snap. Continuous intervention and teaching practices are needed to ensure that the approaches and tools will be effective.The key concept in this article is reading.