A number of research reviews (Adams, 1990; National Research Council, 1998; National Reading Panel, 2000) have emphasized the role of oral vocabulary in language development, beginning reading instruction, and reading comprehension. However, students with psychiatric disabilities do not attain the same level of academic achievement as their peers on academic coursework of language arts, reading, and written composition due to poor behavior regulation which influences academic gains. This poster will describe the 2014-2015 SHU grant project results detailing the strategies used to improve literacy outcomes (reading, writing spelling, etc.) of children with psychiatric impairments and low academic achievement.