The present study used a multiple probe across participants design to examine the effects of systematic and explicit instruction to teach students with severe disabilities (SD) to comprehend and discuss grade-aligned literature. The text was adapted and formatted as a read-aloud on an iPad2®. Using a modified system of least prompts, participants learned to answer literal comprehension questions that immediately followed the read-aloud. Explicit instruction was then used to highlight key character-event relationships and to teach responding to discussion questions. Following the read-aloud, participants joined peers without disabilities in a book club, where they generalized comprehension responses and discussed the text. Results indicated participants were able to demonstrate improved literal comprehension of the text and generalize their responses to the book club setting. Additionally, participants and peers demonstrated increased responding in book club discussions. Implications of the results of this study, as well as suggestions for future research and practice, are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]