The Inclusive Reading Club for Young Children presented the study of organizing the reading club activities as an inclusive setting that promote the literacy skills and language development (such as hold books, re-tell story, comprehensive reading skills, response to wh-questions, writing their name) of young Dual language learners, child with disabilities and monolingual peers with diverse abilities. The study used picture books as a teaching tool in an inclusive activity, called The Reading Club. The researcher applied the Universal Design of Learning (UDL) as a guideline to design and organize The Reading Club activities. Design Experiment was used as research methodology to allow modification of activities based on children's responses during conducting this research. Children enjoyed the reading aloud activities and response activities (such as dramatic play, art activities, cooking or science project, and singing songs). At the same time, children had developed literacy and language skills, and social skills (such as sharing, communication skills and gestures) through The Reading club activities. The study found that The Reading club promoted children's literacy skills and language development, especially in the Dual Language Learners and children with disabilities. [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.]