Two studies investigated the differential effects of organizational cuing and strategy training on learning disabled (LD) adolescents, a group which, it has been suggested, is particularly insensitive to the effects of organizational cues. Participants for the first study included 37 LD and 50 nonhandicapped high school students who were randomly assigned to treatment conditions such that half of each group read a passage with a comparison-contrast top-level structure and half read a passage with a description top-level structure. Data were collected one week later via a pretest, posttest, and delayed recall task. Subjects in the second study consisted of 73 LD high school students who were randomly assigned to one of two treatment groups. One group received instruction in a reading strategy emphasizing the recognition and use of authors' organizational structure while encoding and retrieving instructional prose; the second group received placebo instruction on generic problem solving. A posttest and a delayed posttest generated comparison data. Results of the first study indicated that, as anticipated, LD students were not as sensitive as their nonhandicapped peers to the organization of instructional prose. The results of the second study indicated that training in a text structure did significantly improve both the students' recognition of these structures and their recall of instructional content, and that this effect remained relatively stable over at least a week. Implications for designers of instructional print material are discussed, and plans for future research in this area are described. A list of references and eight data tables are provided. (JB)