English language learners (ELLs) with disabilities struggle with reading and the reasons for their struggles are not well understood owing to little knowledge about the impact of disability on language development in either the first or second language (Klingner et al., 2006). Nevertheless, this difficulty in reading achievement historically has been a marker for students with learning disabilities (Bender, 2003). It may be challenging for ELLs with disabilities to learn in large general education classes (Vaughn, Klingner, & Bryant, 2001). Vaughn and her colleagues indicate that because students with the most severe reading difficulties need intense reading strategy instruction, they must have additional support services in a special education setting where there are sufficient time and resources to address student's specific learning needs. Thus, it seems apparent that an important area of research attention is to examine the benefits of instruction in the specialized settings where small group or individualized services are provided to English language learners with disabilities. Moreover, because of the need to adapt learning situations to the specific needs of these students, it seems imperative that any examination of individualized instruction should also examine the degree to which adjustments to instruction should be made. It should also examine how different approaches to the instruction of these learners may affect learner outcomes. To add to this limited, but growing knowledge base, this report provides details about a series of single-subject research studies. The studies examine how an instructional reading strategy identified by classroom teachers could be used to improve grade-level standards-based reading achievement among English language learners with learning disabilities in individualized instructional settings. A companion report (Barrera, Liu, Yan, Chamberlain, & Thurlow, 2006) examines a similar series of studies with a mathematics instructional strategy. Appended is: Protocol for Chunking and Questioning Aloud Strategy. (Contains 4 figures and 4 tables.)