Abstract
In this article, the visual metaphor of drifting snow is used as a reminder of past and current practices in language-learning disabilities that sometimes keep professionals frozen in time. Continuing with metaphoric images, readers are reminded to evaluate their intervention choices, question popular but outdated concepts, and examine real classroom requirements faced by students with language-learning disabilities. Taking an optimistic turn, ideas are presented that pave the way for implementing literacy and curriculum-focused intervention that is effective and strategic. Changing familiar patterns of practice may be difficult, but the time has come to take the path less traveled.