This article describes the need for, and the structure and contents of, a reading program to help support children disadvantaged by reading difficulties. The program, delivered by trained and supported volunteers, lasts for 15 weeks. It uses a novel dual approach which aims to improve students' reading skills and simultaneously enhance their reading-related self-concepts. As there is scant literature available on how to implement such a program, this article aims to address that limitation by demonstrating to educators how such a dual approach to enhancing reading skills and reading self-concept can be operationalized.