In 2013, the Pan-Canadian Assessment Program identified Manitoba as the province having the lowest reading achievement scores of grade 8 students across Canada. These poor results serve as an indicator that changes to the way teachers support struggling readers in the classroom and beyond its walls are essential. Struggling readers require specific skills to be taught to them in order to make gains in reading. Research in the area of identifying teaching strategies that support struggling readers in the classroom has highlighted several emergent themes. Increased student engagement results when teachers use strategies such as teacher led read-alouds and e-books, and when students have choice in what they read. In addition, explicit instruction in phonological awareness and abundant opportunities to practise reading, both at home and at school, improve reading skills. When classroom instruction is not enough, research identifies that both Levelled Literacy Intervention and Reading Recovery are effective out-of-class intervention programs. Teachers are the ones who make a difference in supporting struggling readers through the use of concise and direct teaching methods. This paper addresses aspects that will assist the struggling reader to achieve success.