This booklet presents three brief papers that summarize three meta-analytic research syntheses of instruction for students with learning disabilities. The first paper is "Intervention Research for Students with Learning Disabilities" by H. Lee Swanson. Findings that resulted from a review of 272 studies are grouped into those on most effective forms of instruction; subject areas most affected by different instructional strategies; and other factors that influence achievement. The second paper is "The Effect of Instructional Grouping Format on the Reading Outcomes of Students with Disabilities" (Batya Elbaum, Sharon Vaughn, Marie Hughes, Sally Watson Moody, and Jeanne Shay Schumm). This analysis of 20 studies presents conclusions on results of students tutoring each other; effects of small group instruction; the outcomes of multiple grouping formats; and effects of length of time during which alternative formats are implemented. The third paper is "Effective Instruction for Learning Disabled or At-Risk English-Language Learners?" (Russell Gersten, Scott Baker, Susan Unok Marks, and Sylvia B. Smith). Recommendations address components of an effective English-language development program, the value of adapted forms of the instructional approaches identified in the effective teaching research with this population, and effective ways to merge content area instruction with English-language development instruction. (DB)