Research on teaching methods is reviewed for improving the reading comprehension of learning disabled (LD) students. Among the approaches noted are the structured overview, in which the teacher and/or students arrange important concepts and terms in a graphic design for introduction and discussion before reading; use of story grammars to outline the passage in terms of setting, initiating event, internal response, attempt, consequence, and reaction; guided listening-reading-writing techniques; self questioning and self checking techniques to clarify the purposes for reading such as the Clary and Shapiro Reading Technique for Independent Study; the neurological impress method, in which teacher and student read aloud together; and ReComp which involves reciprocal questioning between student and teacher about the material. The authors emphasize that comprehension is developed only in relation to the student's own content classes and background. (CL)