Despite the fact that two of every three students in U.S. schools have reading proficiencies below the level needed to adequately do grade-level work, schools don't make a point of offering either high-quality professional development for kindergarten teachers nor expert tutorial instruction for at-risk kindergartners. This means that most schools will deliberately create a pool of students who will become their struggling readers. Schools typically focus on three approaches that don't work: using paraprofessionals to help struggling readers, using computer-based instructional programs, and using core reading programs. To effectively support young struggling readers, schools need to screen kindergarteners on day one and provide additional high-quality reading instruction to those in need of it, continue to offer supports in 1st grade, and engage students in high-success reading. (Contains 1 endnote.)