Remediation programs have helped some struggling children learn to read and write. However, they have not been helpful to all students. Educators need to search for more effective ways of reaching even more learners. Recently there has been more focus on preventing early school failure. Researchers agree that if instruction for struggling students is to be beneficial that support needs to begin early, as soon as difficulties emerge. It is much harder to help children if problems are detected later. When children are identified early for reading problems, schools can provide the necessary intervention. Early intervention and quality instruction are the key to helping more learners be successful. This article explores how one classroom teacher, through the use of small group instruction, close observation, and reflection, worked with six first grade students who struggled with reading and writing.