The purpose of this study was to examine the effects of the RAP-WE (Read, Ask, Paraphrase-Write, Edit) intervention on reading comprehension outcomes of middle school students with learning disabilities. The RAP-WE intervention is a package that consists of five reading comprehension strategies: self-questioning, paraphrasing, writing for comprehension, rereading, and using graphic organizers. The researcher used two single-subject multiple probe experimental designs across participants. The participants were eight middle school students from a suburban school district, who were identified with learning disabilities. Participants' reading comprehension of the expository text was measured through multiple-choice questions. Visual analysis and descriptive statistics were used to examine the effects of the RAP-WE intervention. Results indicate that the RAP-WE intervention increased reading comprehension outcomes of middle school students with learning disabilities. Directions for future research and implications are discussed. [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.]