This paper examines research studies, which focus on interventions commonly used with students who are learning disabled and identifies effective methods that produce substantial benefits concerning reading comprehension. This paper synthesizes previous observation studies by conducting a meta-analysis of strategies used to improve the reading comprehension skills of students with learning disabilities. A systematic search of research conducted between 1985 and 2005 yielded 15 studies. The results of the synthesis revealed an effect size (ES) of 0.94 for visually dependent reading comprehension and 1.18 for auditory-language dependent strategies. Two important findings emerged from the synthesis: (a) auditory/language dependent strategies have a greater impact on the reading comprehension skills of students with learning disabilities compared to visually dependent strategies and (b) questioning strategies involving self-instruction and paragraph restatements along with text-structure- based strategies yield the most significant outcomes. Implications from the synthesis related to instructional strategies concerning the outcomes are discussed. (Contains 5 tables.)