Today everyone needs to be able to read and write, but about 15-20% of the world's population has problems with this. Reading disabilities such as dyslexia are characterized by difficulty in decoding text, which can reduce motivation and may lead to avoidance strategies. The aim of this study is to increase knowledge and awareness of how children’s librarians in public libraries support children with reading and writing difficulties/dyslexia. Seven librarians were interviewed. The interviews were analyzed with the help of Chamber’s model of the reading circle and Schmidt’s categorization of the librarian’s roles. The result of the study showed that librarians seek to learn more themselves, for instance by attending different workshops. They also try to collaborate with teachers and parents and to develop reading promotion methods as well as the library room itself. Challenges faced by the librarians include finding ways to reach children who avoid the library, identifying children who need support and better marketing of the library’s services to families who use these services only via internet. The findings suggest that library schools can do more to increase student awareness of reading disabilities and how to work with reading promotion for this group.