The purpose of this study was to determine whether graphic organizers serve as a better tool for comprehension assessment than traditional tests. Subjects, 16 seventh-grade learning disabled students, were given 8 weeks of instruction and assessments using both graphic organizer and linear note forms. Tests were graded, compared and contrasted to determine if one form of assessment was better than the other. An ANOVA revealed no significant difference between the forms of assessment. This finding was inconsistent with prior research conducted with middle school students. Possible explanations for this finding are discussed. Topics addressed in the paper include reading comprehension, content-area reading skills, conceptual understanding, and vocabulary instruction in the classroom. Contains 4 unnumbered tables of data and 94 references. (Author/RS)