This study examined the effectiveness of two approaches to enhancing the reading comprehension of learning disabled students in the social studies content area. An approach using the graphic organizer in the form of visual displays was compared to the traditional method in which students were presented content through lecture, text, and linear notetaking. Four chapters from the history text were chosen and taught to eight senior high school learning disabled students over a period of four months, approximately 41 minutes daily. Two chapters were taught using graphic organizers as a teaching method and study tool, and two chapters were taught via lecture/linear notetaking. Posttests on each chapter were given. Results indicated significant positive effects favoring graphic organizer instruction. (Contains 33 references and a table of data; appendixes contain 5 graphic organizers.) (Author/RS)