Children with learning disabilities represent about half of the students currently identi ed for special education (Denton, Vaughn, & Fletcher, 2003). The Presidents’ Commission on Excellence in Special Education (2002) has estimated that two out of ve children in special education are there because of dif culties in reading. Elsewhere in this volume, authors have described the characteristics of these students and specialized intervention programs developed to target their speci c needs. In this chapter, I focus on the teaching and the learning environments created within heterogeneous classrooms-by regular education teachers-to support the growth and development of students with reading dif culties.