Significant numbers of adolescents and young adults do not adequately understand complex texts, impeding their school success, access to postsecondary learning, and opportunities within an increasingly competitive work environment. National data (National Assessment of Educational Progress [NAEP], 2015) have shown improvements among fourth- and eighth-grade students in reading comprehension from 1992 through 2015. However, improvement in reading comprehension performance has not occurred for students in 12th grade. The literacy challenge is even greater for students with disabilities. Recent data suggest that instruction through current educational programming might not be sufficiently robust to meet the educational needs of many students with disabilities. Two evidence based practices--Promoting Adolescents' Comprehension of Text (PACT; Vaughn et al., 2013) and collaborative strategic reading (CSR; Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001)--directly address the need for teachers to build students' content knowledge and reading comprehension skills. CSR aims to improve reading comprehension by teaching students several reading strategies that can be applied before, during, and after text reading. Alternatively, PACT is a content-based approach that uses text and discussions about text as the means for improving understanding. To support the use of both approaches, the authors describe them in detail and provide tips for implementation.