The paper describes six skills that can be used to improve the reading comprehension of learning disabled students. The skills can be utilized in a reading program or with reading in a content area. Examples from particular models of instruction are provided as well as a rationale for each. The skills may be used either individually, as a cooperative learning experience with a partner, or one on one with a teacher or tutor. Strategies are: (1) The K-W-L strategy (identifying prior knowledge and desired learning prior to reading and obtained learning after reading); (2) Semantic mapping (visual relating of themes, concepts and facts); (3) Paired repeated reading (the fluency in decoding gained by repetition allows concentration on comprehension); (4) Rapid decoding with flashcards; (5) Modified neurological impress method (teacher and student read rapidly in unison after standard pre-reading activities and before standard skill development and enrichment activities); and (6) visual imagery and verbal mediation (the student deliberately creates a mental picture of his reading and asks himself content questions). (DB)