A study examined the effects of active learning strategies; namely, visualization, questioning, and prediction, upon the reading comprehension performance of learning disabled students. Subjects were 6 12th grade resource room students. Prior to strategy instruction, students read and were tested on 3 reading selections from the literature-based curriculum for grade 12. Tests consisted of vocabulary identification, multiple choice questions, and true/false statements. Instruction and practice incorporating active learning strategies followed the initial tests. The students were similarly tested on three additional selections from the curriculum. Results indicated that there was no significant difference in the reading comprehension performance of the students prior to, and following, strategy instruction. Findings suggest, however, that students did show effort during the phase when the strategies were taught, using high interest, modified materials. Furthermore, it should be recognized that learning disabled students benefit from frequent reinforcement of a new skill before it can be considered mastered. Adequate time and practice, combined with gradual fading of teacher support is important in providing internalization and generalization of these strategies. (Contains 4 tables of data, related research, 48 references, and pre- and posttest scores. (Author/CR)