This dissertation is comprised of five distinct chapters. The first chapter is an introduction to Direct Instruction reading interventions as well as an explanation of the challenges experienced by struggling readers identified with emotional disturbances. The next three chapters serve as standalone papers. Chapter 2 is a systematic literature review aimed at determining the evidence base classification for Direct Instruction reading programs. Chapter 3 is a completed manuscript containing the study conducted for this dissertation. Chapter 4 is a practitioner paper that provides teachers with strategies to implement reading instruction in classrooms with students identified with emotional disturbances or challenging behaviors. Finally, Chapter 5 addresses future career and research aspirations. [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.]