"Reading comprehension" is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for understanding narrative text. In this article, we present the results of a multiple-baseline across groups study conducted with third and fifth grade students. All students improved from baseline to posttest and maintenance scores remained above baseline. Nonoverlap of All Points (NAP) data demonstrates very low overlap between baseline points and intervention points for all students. Results indicated that story grammar interventions might improve reading outcomes for students with disabilities in grades 3-5.