The study examined the value of teaching reading skills to learning disabled (LD) fourth to sixth graders through the content areas. Four LD resource teachers implemented the year-long program with 12 experimental and 10 control subjects. Experimental subjects were taught specific reading skills through their Social Studies and/or Science curricula, supplemented with reading and language arts materials when appropriate. Control subjects were taught reading skills using whatever methods and materials were normally used in the LD resource room. Results did not indicate that there were any statistically significant differences between the effectiveness of using conventional LD materials and teaching reading skills through the content areas when the outcomes of reading gain scores and improvement in learners' self-perception were considered, although experimental subjects appeared to achieve better in the content areas and feel better about academic learning and schooling. (DB)