My capstone project was implemented with four students, but the instructional strategies used can be generalized to all students in any grade level. All four students were in fifth grade. At my school, there are two fifth-grade classrooms. Three of the students were in one class and the other student was in the other class. They all received small group instruction in the resource room split into two groups by reading level (two students in each group). They were all on an Individualized Education Plan (IEP) that included specific reading goals. These goals included being able to identify the main idea and details, sequence a story, and being to answer who, what, where, when, why, and how questions in a story. All the students had deficits in executive function (organization, memory, and attention). This affects their processing speed and understanding while reading a text. One student has experienced trauma, one student has a visual impairment, and one student's family speaks a language other than English. These are all important details that hinder the students' learning. The student with trauma is affected because they have behavioral difficulties that take away from instructional time. The student with a visual impairment is affected because it makes it hard for them to be able to read the words on the page. It causes them to make a lot of errors as well as takes them longer to read a passage. Lastly, the student whose family speaks a language other than English makes it hard for them to understand the patterns used in reading a word and the meaning of words.