To support reading comprehension and content acquisition among middle school students with reading disabilities and difficulties, content area teachers must employ evidence-based literacy instruction. This type of instruction is especially crucial in the content areas because the majority of students with disabilities--those who typically struggle with reading comprehension--receive at least 80% of their instruction in the general education setting (USDOE, 2016). The Institute of Education Sciences (IES) practice guide on improving adolescent literacy (Kamil et al., 2008) provides recommendations on using evidence-based literacy practices to support the literacy skills of students with and without disabilities. These recommendations include providing all students explicit vocabulary and reading comprehension strategy instruction and opportunities to participate in text-based discussions in engaging literacy lessons. In order to ensure that students receive evidence-based literacy instruction that aligns with the recommendations outlined in the IES adolescent literacy practice guide, all teachers--despite their content area focus--should integrate a set of evidence-based literacy practices into their instruction. In this article, authors demonstrate how general education and special education teachers can apply a specific set of evidence-based literacy practices in the general education setting to support students' reading comprehension and content knowledge.