This study examined the use of story-mapping to improve the reading comprehension of six third- and fourth-grade students with specific learning disabilities who exhibited reading deficits. Also of interest was whether the effects would maintain once the intervention was discontinued. Using a descriptive, three-phased, single-subject design, the effect of story-map instruction on student participants' comprehension of story-grammar elements was monitored. Positive results were observed, and maintenance probes suggested that the effects of the intervention maintained after the treatment was withdrawn. An immense amount of research has been conducted and published in the area of reading; however, a large proportion of that research focuses on development of the alphabetic principle and, more recently, phonological awareness. Relatively less published research is available on reading comprehension instruction, particularly for students with LD. The current study adds to the body of research regarding text comprehension instruction by providing a replication of previous research focused on teaching story grammar using graphic organizers and story-mapping procedures. The results of this study suggest that story-grammar instruction improved the participants' identification of story-grammar elements via story-mapping when reading narrative text.