The current study examined the effects of a shared reading instructional package on literacy instruction for multilingual learner (MLL) students with extensive support needs (ESN). Three participants, from kindergarten through 5th grade, received the intervention. To establish experimental control, the researchers used a multiple probe design with conditions (i.e., phonics sets) and replicated across participants. Based on the multiple probe design and visual analysis, results showed all students met criterion across all phonics sets. In addition, all participants made considerable progress on secondary variables to include phonemic awareness, fluency, vocabulary, and comprehension. Furthermore, students were able to generalize their knowledge of decoding words. Considerations in interpreting the results for classroom implementation and future research are discussed. [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.]