literacy instruction set by the National Reading Panel (2000), many literacy programs incorporate four main components: guided reading, which focuses on comprehension skills though exposure to a wide range of literature experiences; word study, which incorporates phonics, phonemic awareness, and vocabulary instruction; self-selected reading, which provides children daily experiences in independent reading time; and writing, which focuses on both the mechanics of composition and on communicating effectively for multiple purposes (Foley & Stables, 2007). Populations at increased risk Children with language difficulties are at increased risk for reading disorders or difficulties that can occur early on in preschool and continue on throughout development. This population includes children with language abilities that fall below expectations for their chronological age, at a clinical level or with weaknesses in language that are not severe enough to meet criteria for a clinical diagnosis of a language disorder. Children with other disabilities can also have language impairments that can cause an increase risk of developing reading problems. Such disabilities include (but are not restricted to): Specific language impairment, phonological disorder, Language disorder, Developmental disability, autism spectrum disorder, Down syndrome, Fragile X syndrome, and Cerebral palsy. People with severe speech difficulties can use augmentative and alternative communication (AAC) devices. The importance and positive outcomes of literacy for people with language difficulties and AAC users are endless. As with everyone literacy opens doors to education, employment, and allows "individuals to exchange information, maintain interpersonal communication, to convey needs and wants and to develop channels of personal expression". However, for the AAC user literacy skills may be of even greater importance as reading and writing "allows individuals with severe speech impairments the opportunity to initiate topics, to develop ideas, to provide clarification, to communicate independently, to interact with a diverse audience, and to express ideas, thoughts, and feelings." Unfortunately, even given the importance of literacy skills people who use AAC are often not given "authentic learning opportunities" to learn literacy skills. More research is needed on how to increase literacy instruction to people with severe speech difficulties and users of AAC. Intervention team Classroom teachers are expected to provide the primary source of reading instruction for most students. Special education teachers may supplement the classroom instruction in reading and writing skills based on the independent performance of their students. Other professionals including a reading specialist, a speech-language pathologist, an educational or school psychologist, and an occupational therapist may