At a national level, major directives have been initiated to increase
achievement outcomes in virtually every subject area. In this article,
we provide a framework for improving the instructional tools in begin
ning reading with particular emphasis on their importance for children
with diverse learning needs. A rationale based on current practice an
d the challenges of increasing diversity in classrooms is provided. Cr
itical dimensions or big ideas of beginning reading are identified and
related to curriculum design principles to improve learning outcomes.