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The purpose of this mixed-method action research study is to investigate the impact of cognitive load reduction strategies on literacy achievement for middle school students with disabilities. For the utility of this study, cognitive load reduction strategies will be defined as instructional approaches designed to minimize unnecessary mental effort so students can effectively process, comprehend, and retain reading-related information. The theory guiding the study is Cognitive Load Theory, as it directly informs how instruction can optimize working memory capacity and improve learning outcomes. This study will be conducted in a public school setting and will involve general education teachers, special education teachers, and middle school students. A mixed-method action research design will be used to support both practical instruction and systematic inquiry within the authentic context. Quantitative data will be collected through preand post-intervention literacy assessment, measuring comprehension, fluency, and vocabulary development. Qualitative data will be gathered through semi-structured interviews with teachers and students, and classroom observations to capture perceptions of instructional clarity, cognitive demand, and student engagement. Data analysis will include descriptive statistical analysis of literacy outcomes and thematic analysis of qualitative data, followed by data synthesis to integrate findings across sources. The primary research question guiding the study asks how instructional strategies designed to reduce extraneous cognitive load impact literacy achievement and engagement for middle school students with disabilities. Findings from this proposed study are intended to inform instructional practice, professional learning, and inclusive literacy policies within middle school settings.