The Content-based Reading Approaches (COBRA) framework, constructed by Heerman (2002), was made up of the instructional goals designed for reading-learning integrations in subject matter classrooms. ELL and LD students often fail to have sufficient reading skills to succeed within their different academic subjects, consequently it is important for both sets of teachers to promote such content-based reading skills, to help improve academic success within these two types of student groups. The main function of this model is that it will help English language learners (ELLs) and students with learning disabilities (LD) to have good reading skills in content-based reading in order to get into the mainstream classrooms. According to Lee's (2007) research, she provides many useful reading strategies for teaching comprehensive reading skills for both sets of students. By drawing parallels between students with learning disabilities (LD) and those from non-English backgrounds, the author hopes to equip teachers from both fields with a more diverse classroom environment.