Individuals with specific learning disabilities (SLD) tend to have difficulty with various aspects of reading including phonemic awareness and phonics. At times, students with SLD have difficulty distinguishing between phonemes and identifying letter-sound correspondences. In addition, students may struggle with blending and segmenting unfamiliar words and chunking words into manageable parts. For this, it is important to provide students with strategies to improve their acquisition, maintenance, and generalization of skills across content areas. To increase one’s ability to access their working memory, educators can utilize cognitive and metacognitive strategies. This helps students use their background knowledge to acquire new skills.