Success in school and future participation in college and workplace environments depend upon attaining proficiency in reading (National Governors Association Center for Best Practices [NGA], Council of Chief State School Officers, 2010). Proficient reading entails decoding printed words and comprehending their meaning (Hoover & Gough, 1990). Literacy instruction in the early grades often focuses on decoding and word recognition using simple narrative texts. As students progress in school, content is often provided in informational texts with increasingly complex structures and topics (Chall, 1983; Gajria, Jitendra, Sood, & Sacks, 2007). Following this shift, students with disabilities may fail to master content, as they employ ineffective reading strategies and struggle to understand and remember what they have read (Jitendra, Burgess, Gajria, 2011). Whereas competent readers monitor their understanding as they read and apply techniques to repair faulty comprehension, students with disabilities often require systematic, explicit reading comprehension instruction and supports. [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.]