Special educators of students with reading disabilities in upper elementary are tasked with remediating large deficits in reading while ensuring attainment of grade-level curriculum. Using a qualitative approach, this study investigated the reading instruction of six teachers in three schools in one district. Through interviews, an investigation of lesson planning, and student reading data, areas of impact for the district became evident. Interrelated teachers need training in methods of specially designed instruction for reading intervention, time to co-plan and a method of planning, along with training on the most effective ways to co-teach in the inclusive setting. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]