A study examined a reading strategy--story retelling--to determine whether it would enhance comprehension, vocabulary, and develop a sense of competency in students who lacked reading strategies. Subjects of the study were 10 learning disabled children, ages 12-14. The study was conducted over an 8-week period. Two samples were created using random procedures to establish control and experimental samples. A pretest and a posttest were administered. Results indicated no significant mean difference in performance between the samples on these reading achievement tests. Findings revealed that the control group performed better in the four reading achievement tests at the outset of the study and maintained this at the end, and the experimental group improved their score, but not significantly, on the word comprehension test. (Contains nine tables of data, eight references, three appendixes, and related research.) (Author/CR)