This study was designed to highlight how students best learn to learn to read, best practices of reading instruction, innovative resources, and effective instructional strategies. The aim of this dissertation was to address the problem of kindergarten through fourth grade students in the United States not reading on grade level. The purpose of this study was to analyze the perceptions, experiences and best practices of reading educators when working with struggling students to increase readability and comprehension in academic scores in a suburban area of a Southern state. Constructivism served as the theoretical framework for the study. This dissertation utilized a qualitive methodology with a generic design. It included seven reading educators in one school district who teach reading to kindergarten through fourth grade students from one school within the district. Several in-depth questions were used to guide the interviews. After conducting the interviews, the data was coded using NVivo and after coding, the findings were analyzed. The findings of the study demonstrated that effective reading instruction is critical for ensuring academic success for struggling readers. To provide this instruction, teachers need to incorporate a variety of best practices and strategies, including differentiated small group instruction, phonics, integrating technology, and implementing progress monitoring and assessments. Teachers need relevant resources and professional development to implement these components effectively. Specific practice-based implications emphasized the need for teachers to adopt and embrace these best practices, and to be intentional when utilizing these best practices as a means of improving students' reading proficiency. It is recommended that they implement these best practices to give students a chance at being competent readers. The findings of this research study provide valuable insights for educators and policymakers to improve reading instruction and promote positive reading practices in students in the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]