Comprehending tasks can be challenging for adolescent readers who lack proficiency in applying effective reading strategies. This challenge persists for students even when strategies are taught in reading Intervention classes. This mixed methods study examined efforts to promote students' ability to independently apply strategies that increase their comprehension of texts that are assigned in their Intervention and English classes. Intervention and English teachers aimed to increase student comprehension skills by implementing graphic organizers, collecting student feedback about their experiences with the organizers, and engaging in data meetings. Student voice is essential in this study to determine if the commonly used graphic organizers and shared language among teachers supported the transfer of knowledge across different learning environments. The students completed exit slips to monitor their comprehension level and provide feedback to teachers regarding the effectiveness of each strategy, each graphic organizer, and their reading comprehension levels. This study was designed to engage teachers in dialogue through data meetings to assess student progress. [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.]