The author reviews literature on fluency of decoding, sentence awareness or comprehension, and comprehension of larger than sentence texts, in relation to reading comprehension problems in learning disabled children. Initial sections look at the relation of decoding and fluency skills to skilled reading and differences between good and poor comprehenders on decoding tasks. A third section looks at current practices related to decoding fluency, including the Sims Reading Program, the GFB (Gallistel, Fischer, and Blackburn) Sequence, and the New Primary Grades Reading System. The importance of sentence comprehension in reading is the topic of another section. Covered are language development research, language development in learning disabled children, effects of syntactic and semantic manipulations on reading comprehension, and linguistic memory. Subsequent sections discuss research related to text organization and comprehension, differences between normal and learning disabled on text organization and comprehension tasks, and current practices in text organization. (SB)