Two learning strategies, visual imagery and self questioning, designed to increase reading comprehension were taught to six learning disabled (LD) secondary students. The Visual Imagery Strategy required the student to read a passage and to create visual images representative of the content; while the Self Questioning Strategy taught the student to form questions about the content of the passage read to maintain interest and enhance recall. Specific instructional procedures included: testing student's current level of functioning, describing the strategy, modeling the strategy, practice in reading ability level material, and practice in grade level material. Results indicated that LD students can learn the two strategies and can apply them in both reading ability level and grade level materials. Students' use of strategies resulted in greater comprehension scores from the pretest in baseline to the posttest after training. Charts with statistical data are included. (Author/SB)