This final report discusses the outcomes of a project that conducted six research studies to investigate the use of an effective teaching approach and visual display enhancements in content instruction for adolescents with learning disabilities. Four studies compared various components of the effective teaching approach with a traditional lecture approach to see the effects on acquisition and retention of content materials on students with mild disabilities. The studies investigated the effects a lecture plus effective teaching in the learning set phase of the instructional cycle, effective teaching in the presentation and guided practice phase of the instructional cycle, effective teaching in the independent practice phase of the instructional cycle, and a combination of effective teaching in the learning set, presentation and guided practice, and independent practice phases of instruction. The next study examined the role of the effective teaching approach and visual display interventions. The final study trained a regular education teacher to use the effective teaching approach in content instruction. Results found learning set activities and teacher-guided practice had positive effects on students, while teacher-directed independent practice did not help students meet the instructional demands of content classes. (CR)