Reading opens the world to individuals and is one of the most important skills learned in school. Around the world, researchers are focused on improving reading instruction for all students, including students with developmental disabilities. Much energy is spent teaching reading basics such as early literacy skills to primary-aged learners because these skills provide the foundation needed for learning to read. In fact, most reading curricula focused on foundational early literacy skills acquisition is designed for elementary-aged students. Many learners with developmental disabilities do not acquire these early literacy skills in the primary grades, however, and improving the reading ability of older students with developmental disabilities who have not yet learned to read is challenging. This study evaluated the effects of an intervention designed to teach early literacy skills to older students with developmental disabilities. The intervention included iPad-delivered early literacy lessons and student self-monitoring. One teacher implemented the early literacy intervention with three middle school students with developmental disabilities (i.e., moderate intellectual disability, autism). Experimental control was demonstrated between the intervention and independent correct responding on level assessments for two participants but not the third. Social validation data collected from the teacher participant were positive. Implications for implementing the intervention with middle school nonreaders with developmental disabilities are discussed, including suggestions for students who are initially unresponsive to the intervention.