Martha E. Méndez2026-03-222026-03-222018http://erevistas.saber.ula.ve/index.php/educere/article/download/13470/21921924559https://andeanlibrary.org/handle/123456789/66792Students with learning disabilities show difficulties in reading comprehension and require explicit instruction in strategies that facilitate this process. For this reason, this article has a double purpose: First, based on diverse research, to describe the (a) story grammar, (b) its allied, the story mapping, and (c) self-questioning, three strategies that improve reading comprehension of stories in children with learning disabilities. Second, a practical guide for teaching the three strategies to these students at elementary level is offered. Finally, based on supporting studies, to elaborate a practical guide to deal with the reading comprehension of narrative texts to students with learning disabilities at secondary level is recommended.esReading comprehensionLearning disabilityPsychologyReading (process)ComprehensionNarrativeGrammarMathematics educationPedagogyLinguisticsarticle