This essay reviews and comments on Evidence-Based Reading Practices for Response to Intervention, edited by Diane Haager, Janette Klingner, and Sharon Vaughn, one of the earliest books published on an initiative in the United States to provide instructional support for students who experience difficulties with literacy and learning disabilities. The essay both identifies new ways likely to improve delivery of instruction and raises several concerns about Response to Intervention from the perspective of a wary outsider from Australia. The new ways include breaking down the barrier between special education and regular education, offering waves of instruction, and preventing difficulties through early assessment and intervention. Concerns include privileging reading, offering curriculum and instruction in constrained skills, and assessing students in restrictive ways. A comparison is made between the United States approach to Response to Intervention and an Australian model, whole-school intervention for improvement.