This practicum study evaluated a non-basal, multidisciplinary, multisensory approach to teaching higher order reading comprehension skills to eight fifth-grade learning-disabled students from low socioeconomic minority group backgrounds. The four comprehension skills were: (1) identifying the main idea; (2) determining cause and effect; (3) making inferences; and (4) distinguishing between fact and opinion. Intervention involved a number of teaching strategies including the Close Reading strategy, Schema theory, the Talents Unlimited model, the Junior Great Books, Thoughtful Reading, and creative writing. Evaluation was based upon pretesting and posttesting of the four skills, use of these skills in creative writing, and changes in attitudes toward the reading program. The program's effectiveness was evidenced by improved test scores, internalization of the creative writing process, and positive attitudes toward reading. Appendices include test scores, parent letters, teacher survey results, tests, non-basal worksheets, checklists for the creative writing process, and a parent-teacher manual explaining creative thinking processes. Includes 22 references. (DB)