Focusing on English instruction for mainstreamed learning disabled (LD) high school students, this paper surveys and interprets the literature on the subject, examines specific teaching methods and student study skills that have worked in this area, and reviews the English program proposed by Daniel Fader. Specifically, sections discuss the following: (1) the success of one high school mainstreaming program in Iowa; (2) differing views on the feasibility of mainstreaming for mentally retarded students; (3) the book "Learning Disabilities: The Struggle from Adolescence toward Adulthood" by W. M. Cruikshank, W. C. Morse, and J. S. Johns; (4) the use of the mastery approach to English instruction for mainstreamed LD adolescents in public high schools; (5) the book "The Learning Disabled Adolescent: Program Alternatives in the Secondary School" by G. Marsh, and C. and B. Gearheart; (6) specific suggestions concerning curriculum modification, accommodatory teaching techniques, and particular study skills for LD adolescents; (7) recommended study skills, particularly the SQ3R technique (survey, question, read, reflect, and reread); (8) the contracting systems for maximizing motivation proposed by C. and B. Gearheart and G. Marsh; (9) the problems that LD students experience in the classroom, as they were addressed by W. M. Cruickshank, and others; (10) an article by J. Johnson and M. Newman on journal writing; (11) the books "Teaching the Learning Disabled Adolescent: Strategies and Methods" by G. Alley and D. Deshler and "Plans and the Structure of Behavior" by G. Miller, E. Galanter, and K. Pigram; and (12) the development and administration of Donald Fader's "English in Every Classroom" program. (JD)