Thirty years of intervention research on the effects of reading comprehension strategies for students with learning disabilities was reviewed in this quantitative synthesis. Specifically, researchers targeted studies that contained self-regulated learning components. A systematic search yielded 18 studies from nine research journals that met specified inclusion criteria. Studies were evaluated for methodological quality and to identify types of instructional and self-regulation components within interventions. Large effect sizes were found immediately after instruction and after a time delay, suggesting that instruction in reading comprehension strategies that contain self-regulation components may have a long lasting impact on student performance. Implications for research and practice are discussed.