When I first applied to the New Literacies and Global Learning program, I wrote the following in my personal statement: "Each year it seems struggling readers are the norm in my classroom, not the exception. A few years of experience has helped me learn to identify which readers are struggling as well as their specific areas of weakness, but I find myself lacking the knowledge of how to help them. This is the part of teaching that I find most challenging. A focus on K-12 reading would surely be a step in the right direction in providing intensive reading remediation for those in need." It was this desire that led me to my compelling question: "How can I target my reading instruction to reach students on a deeper level cognitively and culturally?" I had come to a place in my career where I felt comfortable with teaching on a surface level, but it was time for me to dig deeper. I wanted to investigate more about how students struggle in reading and how best to help them. Through this program, I found the answer to be a complex one. Each student is unique in his or her strengths and weakness and first and foremost, a teacher needs to be intentional about identifying the specific areas where a child is struggling. Once this area or areas have been determined, a clear plan needs to be developed addressing the specific areas of need. Teachers also need to think critically about their students' personal histories. Who are they? What do they enjoy? By incorporating students' interests into the materials used for intervention, teachers show their students they care and increase their students' motivation.