For educators or older students with learning disabilities (LD), the increasing expectations for advanced literacies require increasingly sophisticated instructional responses. Research reviews on teaching reading to adolescent students with LD testify to the importance and timeliness of this issue, and they present valuable instructional guidance. This research tends to emphasize three areas of instruction: 1) word study, fluency, and vocabulary, 2) comprehension, and 3) motivation and engagement. It shows that when research-based reading instruction is implemented, older youth with LD can succeed.