This document presents four brief papers that review and synthesize the research on intervention with students who have learning disabilities (LD). The first paper is "Can School-Based Interventions Enhance the Self-Concept of Students with Learning Disabilities?" (Batya Elbaum and Sharon Vaughn). This review finds that school-based interventions of either the skill development or skill enhancement types can lead to beneficial changes in students' self-perceptions and that middle school students appeared most responsive to such interventions. The second paper is "Reading Comprehension Instruction for Students with Learning Disabilities" (Russell Gersten and Scott Baker). Findings indicated the effectiveness of reading comprehension interventions, instruction in self-monitoring techniques, and peer-assisted learning strategies. Continuing difficulties with teaching students to generalize new skills were also found. The third paper, "Teaching Expressive Writing to Students with Learning Disabilities" (Russell Gersten and Scott Baker), found that instructional writing interventions lead to significant improvements in students' writing and that common features of successful instruction included explicit instruction in the phases of writing, teacher demonstration, and teacher and/or peer feedback. The final paper, "Intervention Research for Adolescents with Learning Disabilities" (H. Lee Swanson), reported on a meta-analysis of 58 interventions. It found that direct instruction and strategy instruction were the most effective techniques. (DB)