University educators work with preservice teachers who often feel overwhelmed when facing high school science classrooms full of reluctant readers. These struggling students often have various special-education modifications or are English language learners (ELLs) with different degrees of language proficiency. Teachers report that these students read at a level ranging from second to eighth grade, and when asked to read a newspaper article, lab procedure, or textbook chapter, often simply shut down. Some may doodle, lay down their heads, or pretend to read. Others complain that the teacher is torturing them. In short, these learners avoid reading. One way to address this problem is to make the text itself more accessible to reluctant readers. This article shows how to do that by explaining how to make the text easier to read and how to chunk the text into manageable pieces.