The project was born from a question: How can teachers effectively teach struggling readers in grades 4-7 when the teaching in these grades is so reliant on text-based materials? Often, the default solution is to provide non-text alternatives, which improves immediate access to the content but does little to build students’ literacy skills. Through my research, I learned that poor reading comprehension in upper elementary students is widespread, affecting the majority of students. To address this, I incorporated a research-based strategy into my practicum teaching to help students develop their reading comprehension while studying social studies and science. A pre-test confirmed that the students are not adequately equipped to learn from non-fiction texts independently. The post-test next month will evaluate the strategy’s effectiveness.