One of the main reasons why students with learning disabilities have difficulty in reading comprehension is their inability to have metacognitive skills such as planning, monitoring and evaluating their reading performance. In this context, the study aimed to investigate the effects of the TWA strategy ["Think Before Reading, Think While Reading and Think After Reading"], which enables students to think about their comprehension process before, while and after reading, on reading comprehension skills of students with learning disabilities. In the study, a "multiple probe across subjects" from single case design was used. The study was carried out with three students in sixth grade who were diagnosed with learning disabilities. The implementation process was continued as modelling for the TWA strategy instruction, guided practices and independent practices after the baseline level data of the subjects were obtained. The data were analyzed at the end of each session considering the comprehension performances of each subject. The results indicated that the TWA strategy instruction was effective in improving the expository text comprehension of students with learning disabilities. They continued to use the skills they gained in maintenance sessions and were able to generalize these skills to different type and structure of texts