Research suggests students with learning disabilities often have trouble connecting new and prior knowledge, distinguishing essential and nonessential information, and applying comprehension strategies (DiCecco & Gleason, 2002; Vaughn & Edmonds, 2006). Graphic organizers have been suggested as tools educators can use to facilitate critical thinking and prepare students for independent learning. Graphic organizers that are based on the task to be completed, as well as the thinking and learning needs of the student using the organizer, help foster critical thinking. This article recommends specific graphic organizers based on characteristics of students with learning disabilities in relation to reading comprehension at the secondary level.