Approximately 15% of children in the United States’ school system are dyslexic or experience so much difficulty learning to read that they are considered learning disabled with educational and occupational prospects that are much impaired. To grapple with this deficit and the growing public awareness of its societal costs, several programs have emerged in the marketplace for promoting the development of reading-related skills and capabilities of preadolescents with learning disabilities. These programs vary considerably, from mode of intervention to level of adult involvement to expense. Yet, to date, little is known about their relative effectiveness.