The three article dissertation was a presentation of students' with learning disabilities perspectives on reading comprehension instruction. Article 1 set out to provide an historical perspective of reading and reading comprehension instruction. Topics covered in this research review included: reading comprehension, reading and learning disabilities, and instructional strategies (teacher-directed and non-teacher directed). It also discussed reading comprehension and some of the research in the field. Information in the development of Article 1 was the link that existed between the students that had a learning disability and how their reading and reading comprehension skill were significantly impacted. Article 2 was an empirical piece that shares the results of a qualitative interview study conducted with students with learning disabilities. The themes that were arrived at from this study are: reading strategies, students with learning disabilities thoughts about reading, and perceptions of teachers. Article 3 contains a handbook of reading instructional strategies. This handbook was developed from the strategies discovered in the extensive literature review in Article 1 and from the perspectives of students with learning disabilities from the study completed in Article 2. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]