This research replicates an earlier study (O'Connor, Beach, Sanchez, Bocian, & Flynn, 2015) and extends it by shifting instructional responsibility from researchers to special education teachers, who implemented reading instruction that included multisyllabic word decoding, academic vocabulary, and three comprehension strategies (generating main ideas, comparing and contrasting people, and events, and identifying cause and effect relations) with their intact 8th grade history classes, using history text as the "reading" material. Participants included 73 8th grade students with disabilities (77% with Learning Disabilities; 72% male, 45% English Language Learners) and four teachers. Compared to students with disabilities in typical special education history classes, students in the treatment outperformed controls on researcher-developed measures of word- and text-level reading comprehension, as well as in the history content that students in both conditions studied. Across reading strategies, implementation of "nearly all lesson components" ranged from 72% to 83%. [This paper was published in "Learning Disabilities Research & Practice," v32 n2 p99-111 May 2017 (EJ1139154).]