Two potential pathways for improving reading outcomes for students with reading disabilities are presented: (a) systematically integrating self-regulation instructional practices within reading interventions and (b) aligning small-group reading intervention with core reading instruction to reduce the pressure on the executive system. Two separate studies conducted with fourth grade students with significant reading difficulties, one related to integrating self-regulation within a reading intervention and one related to aligning core instruction and reading intervention, are presented. Similar to many past high-quality studies conducted with older students with reading disabilities, results revealed no statistically significant differences on commercially developed measures of reading comprehension. However, results on standardized measures of word reading and text reading fluency and researcher-developed measures of vocabulary and text comprehension underscore the promise of these approaches and support the notion that considering self-regulation in the context of reading instruction may be a productive conduit for supporting the needs of students with significant reading difficulties.