The purpose of this quantitative study was to explore 12 specific differentiated instructional strategies and their implementation by early childhood teachers who instruct kindergarten to third grade regarding content, process, and product components in the reading curriculum. This study was guided by three research questions: Question 1: Which specific strategies of differentiated instruction are being implemented in reading regarding "content" in curriculum instruction? Question 2: Which specific strategies of differentiated instruction are being implemented in reading regarding "process" in curriculum instruction? Question 3: Which specific strategies of differentiated instruction are being implemented in reading regarding "product" in curriculum instruction. Results from the study identified six differentiated instruction strategies that were being implemented to empower student success. Learning centers/learning stations/strategy skills was the number one strategy used by teachers. Ongoing assessments was the second highest rated strategy, and a variety of materials, varying questions, student interests, and tiered activities and leveled texts were included in the six strategies that emerged from the study. Implications for teachers, administration, and policy are discussed, as well as future research. [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.]