The purpose of this action research was to facilitate reading comprehension of read-alouds in students with the most significant cognitive disabilities. Grade-level read-alouds were paired with manipulatives (real objects) that represented the stories read. Students were assessed after reading, and the results between instances when manipulatives were used, were compared to instances when pictures were used. All students participating in the study demonstrated an increased level in comprehension of the texts shown by answering more questions correctly when manipulatives were used.