Many students continue to display reading difficulties beyond the elementary grades. Among these, a disproportionate number are students of culturally and linguistically diverse (CLD) backgrounds. Teaching foundational literacy skills is necessary to impart to these students that which they missed in the early grades. By combining best practices supported by research with instruction that is culturally responsive, teachers can improve the reading achievement of these students. A range of interventions which support the five critical areas of reading instruction—phonemic awareness, phonics, fluency, vocabulary, and decoding—are discussed. In particular, classroom contexts and learning strategies that are likely to be effective for CLD students are explored.