The purpose of this study was to identify the specific strategies that teachers believe are most effective in helping below-level students attain reading success. The scope of the study included seasoned first-grade teachers in the School District of Philadelphia, Pennsylvania. The methodology took the form of a qualitative approach with the use of qualitative interviews, student reading data, and field notes. The analyzed data was grouped and assessed, and the results of the findings took advantage of the grounded theory. The findings revealed the use of several effective strategies, including repetition and tracking while reading, that teachers are using effectively in inclusive classrooms today. The implications of the study include the researched support that can aid and provide instruction for novice teachers in inclusion classrooms. The study was limited by the small size and geographic limitations, as well as by its lack of focus on a specific reading disability. [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.]