Manitoba's reading scores continue to be under scrutiny. A national report, the PCAP, indicated that Manitoba ranked last in the country in reading (O'Grady & Houme, 2014). This literature review records the author's investigation into ways to support struggling readers in the early years classroom. Research articles were reviewed and books were consulted for proven intervention programs and effective classroom teaching practices that would benefit a range of struggling readers in kindergarten to grade 2. Results from the research articles indicate that a one-to-one or small-group direct instruction model that focuses on phonics, reading, and writing is highly effective in supporting struggling readers. The research articles also indicate that student engagement plays a pivotal role in student achievement. Providing students with book choice can increase student engagement. Reading programs, although effective, often do not permit book choice, because the program writers select the themes and book titles in the programs. Many of these books may have little appeal, or social and cultural relevance, to struggling readers. More research is needed to determine whether culturally relevant books can positively affect reading achievement.