Designed to explore what is being done to help learning disabled (LD) readers develop comprehension skills, this paper reviews research in teaching reading comprehension to LD students and develops generalizations from the research to guide reading comprehension instruction for such students. The 10 generalizations presented and discussed in the paper are as follows: (1) there are differences in reading comprehension between LD students and nonlearning students, (2) readiness strategies improve reading comprehension, (3) teacher directed instruction during reading increases comprehension, (4) LD readers may be taught self-monitoring during reading to improve comprehension, (5) little research has investigated the effects of providing instruction to LD readers after reading, (6) limited attention is given to inference training in the LD research, (7) limited attention is given to the interactive effects of reading comprehension strategies, (8) LD students may succeed as well as other students on ability level and grade level materials with teacher guidance, (9) evidence supports the existence of a minimal reading level for LD students to benefit from instruction, and (10) operant techniques may be used to improve reading comprehension of LD students. An extensive chart presents generalizations from five years of research. (FL)