This study was implemented to examine effects of a Reading Comprehension-Summarization Strategy toward the Achievement of Reading of students with learning disabilites(LD). The subjects were Three twelve graders with LD from an elementary school in \"C\" metropolitan city. The ability of strategy usage was measured by the strategy stages to instruct the Strategy and a multiple-baseline across students to examine the effects of the Strategy instruction. The results of this study are following. First, the subjects mastered the strategy perfectly. The researcher made the subjects pass the systematic and intensive learning courses step by step, while she offered some feedbacks and corrected their errors. So they could master the strategy. Second, the subjects acquired higher standards of the reading achievement by the strategy instruction. They could show their improved strategy ability and apply it to reading tasks. Their improved reading comprehension ability as relatively lower than the achievement of social studies. It is necessary to restudy on reading for various graders with systematic and objective procedures. Some modification of the Comprehension-Summarization Strategy would be necessary to apply reading comprehension area because this strategy is more suitable to social stuies than reading. Teachers need to collaborates with parents of the students with LD to help them generalize and use the strategy continuously. The educational environment also is an important element for bringing the effects of the Comprehension-Summarization Strategy Program.