This dissertation investigated the effectiveness of instruction of text structure combined with the use of graphic organizers on the reading comprehension of science material for young adolescents with learning disabilities. Using single-subject research methodology, specifically a multiple-probe across students design, the author collected both intervention and interview data from four, eighth-grade participants. Results indicated that the intervention was effective in increasing comprehension scores for all four participants. However, performance across students did not maintain as had been anticipated. Participants responded favorably to the intervention. Instructional and research implications are provided.