This action research project sets out to identify which component of multi-text instruction is most effective in increasing the reading comprehension level of middle school students with learning disabilities. The research is going to be conducted over a two-week time period during the Spring 2009 with three male middle school students with reading disabilities. All three students are identified with special needs and share the same self-contained US History class. Ordinal data will be gathered to show comparisons and growth of the students' knowledge and narrative data will be collected to describe the students' success with the modified instruction during the unit.