This article describes evidence-based practices that beginning special education teachers can readily implement in special or general education settings that promote reading and content outcomes for students with disabilities as well as general education students. We describe two approaches: (a) Promoting Adolescents' Comprehension of Text (PACT), and (b) Collaborative Strategic Reading (CSR). The set of instructional practices aligned with each of these approaches (e.g., teaching essential words, main ideas, and using text to verify responses) are described with examples for classroom implementation. [This article was published in "TEACHING Exceptional Children," (EJ1140214).]