Students with moderate intellectual disability experience a lack of comparable access to literature as compared to their nondisabled peers (Browder et al., 2009; Kliewer, 1998). Problems in access for many of these students may be attributed to low expectations and inadequate support on behalf of students as well as a lack of sufficient literacy skills instruction. Given these issues, the literature students are able to access often is not representative of their chronological age. Literacy interventions such as read-alouds have been successfully used in special and general education alike to provide students access to literature beyond their present skill level. Using a multiple-probe design, investigators read typical age-appropriate texts and examined the effectiveness of pairing texts with the picture symbols and discussion in improving student comprehension. Discussion and implications of the findings within this study are included. (Contans 1 figure and 6 tables.)