Implementing effective reading instruction is critical for schools. This study examined the effects of the Corrective Reading (CR) program on junior high students with learning disabilities (LD) and students with learning disabilities and attention deficit/hyperactivity disorder (LD/ADHD). The research questions were: What differences exist between the two groups (LD vs. LD/ADHD) on the variable of Oral Reading Fluency achievement (ORF), reading achievement (RA), and student engagement (SE) in the CR lessons? To what extent do SE and ORF scores predict RA scores? RA was measured using Measures of Academic Progress (MAP), ORF using the Dynamic Indicator of Basic Literacy Skills (DIBELS), and SE using the Student Engagement in Corrective Reading Checklist. Quantitative methodology involved a quasi-experimental nonequivalent pretest and posttest comparison group design. Data analyses included ANCOVA and regression analysis. Instruction using the CR program did not differentially increased ORF for either of the two groups. No significant difference was found between the two groups on measures of SE in the CR lessons, and SE was not found to be a significant predictor of RA for either group. Future research should examine specific instructional needs of students with both LD and ADHD. School should use varied research-based instruction to meet diverse needs of students, rather than a one-size fits all approach. The ability of schools to ensure literacy for all can bring about positive social change through the amelioration of social problems such as poverty, discrimination, and disenfranchisement of minority groups. [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/en-US/products/dissertations/individuals.shtml.]