This review examines all data-based ecologically valid studies published in "Learning Disability Quarterly" or "Journal of Learning Disabilities" that addressed reading instruction and were published from 1980 to 1990. It first looks at studies focusing on comprehension, including such reader factors as prior knowledge, metacognition, and visual imagery. It then examines studies focusing on text factors such as advance organizers and illustrations. Finally studies related to word identification and oral reading are discussed. Tables compare major studies in each category. Results of the review suggest that providing background knowledge, metacognitive training, and visual imagery training may result in improved comprehension for learning-disabled students, given sufficient time and instruction. Specific instruction on word identification to improve oral reading is supported, as are various types of text previewing. Evidence that error correction instructional techniques may facilitate both word recognition and comprehension is reported, as is evidence that academically handicapped children may benefit from placement with similar ability peers. (67 references) (DB)