A webinar-focused intervention model argues that literacy support must extend beyond early elementary instruction. The program centered on what to do when students reach sixth grade still reading below grade level, noting that approaches designed for younger students frequently fall short for adolescents. The session’s framing follows the Science of Reading’s influence on foundational literacy, but calls for a tailored adolescent strategy that builds engagement, strengthens comprehension, and accelerates reading growth across grades 6–12. It also highlights the need for schools to avoid a one-size-fits-all tutoring model that assumes progress continues automatically. For higher education professionals and education researchers, the development is relevant because reading science has become a major professional-development and program design reference point. When institutions and teacher-prep programs ignore later-grade reading gaps, downstream impacts appear in retention, course performance, and student well-being. The practical takeaway from the session is that intervention planning should be grade-appropriate and outcome-measured—not simply an extension of early-grade remediation.