This final report discusses the activities and outcomes of a project that explored the effectiveness of strategies for teaching reading comprehension to English language learners with learning disabilities who are failing to acquire the comprehension skills to learn from print. A series of studies was conducted over a 3-year period that investigated the effectiveness of: vocabulary (semantic mapping and fluency); repeated partner reading (PR); reading comprehension strategies (before, during, and after reading); and collaborative strategic reading (CSR). Students (n=171) in grades 3-6 and their teachers participated in the studies. Results indicated: (1) there were statistically significant effects for rate of reading and correct words read per minute, but not accuracy or comprehension, for both PR and CSR for both low-to-average achieving students and students with disabilities; (2) students with and without disabilities who were provided a multicomponent reading intervention including word identification, fluency (PR), and content area comprehension (CSR) instruction, improved in accuracy of oral reading and fluency; and (3) intensive reading instruction in word study, fluency, vocabulary, and comprehension with English language learners (grades 4-5) who are struggling students did not produce statistically significant results between the experimental and comparison groups. (CR)