Struggling readers often lack fluency and motivation and many exhibit dyslexic characteristics. Often these children sit undiagnosed in regular education classroom with interventions that are limited in scope and fail to have the motivational element which will encourage these struggling readers to actively engage in reading and writing. Students must acquire a sense of ownership over the entire reading process, resulting in increased engagement, motivation, and fluency. Introducing a varied selection of poetry and allowing students the opportunity to self-select the poetry they read, coupled with technology writing blogs, fluency and internal motivation to read will be a natural outcome.