The teaching of reading has come to be regarded as one of the highest priority areas in modern education because schools have been failing to teach reading effectively to large numbers of students who progress to secondary school without having achieved a working competency in this basic skill. Much of the burden of reading instruction has fallen upon English teachers, many of whom are no better equipped to teach reading--particularly at the remedial level--than teachers of chemistry, home economics, or physical education. In this article, the author discusses what teachers can do to help students with reading difficulties. The author suggests that teachers should assume the responsibility for evaluating reading competency, diagnosing reading difficulties, prescribing study techniques to alleviate problems and ineffective procedures, and promoting enriched reading opportunities. In addition, the author also emphasizes the importance of devising alternate learning methods within content areas so that the non-reader or severely disabled reader can be exposed to the content of the course despite his disability.