This report discusses four different types of instruction which enable learning disabled or low achieving students to learn well enough to transfer the skill to a novel situation. After asserting that generalization depends on systematic instruction, the paper describes the four procedures: (1) teacher-directed generalization; (2) direct instruction for generalization, in which training for generalization is incorporated into instruction; (3) reciprocal teaching, in which preparation for generalization occurs throughout the instruction; and (4) a directed but discovery-oriented approach, in which students are helped to look for patterns and regularities in their learning. Critical aspects of instruction for generalization are identified, including student understanding of the goal of the task and sufficient opportunity for practice. A study demonstrating the effectiveness of invariance training, in which students were taught that written symbols and sounds corresponded, and were urged to search for regular relations between letters and sounds, is cited. (CL)