When a considerable amount of reading is done in different courses by high school students, this presents a problem for struggling readers. Reading is a favorite way of learning for students possessing verbal intelligence, (See Gardner, 1993), but a goodly number of high school students do not possess this as an important intelligence. Thus, the teacher needs to provide for individual differences in the classroom. In a busy teaching schedule, how does the teacher provide for those students who do not read well and yet much reading is expected and desired? A framework is presented in this article to plan and assist struggling readers to achieve as much as possible. There needs to be challenge for each student and yet achievable objectives need to be in the offering for struggling high school readers.