Up until third grade, reading instruction is focused on learning to read, while in fourth grade and up, students begin reading to learn (Annie E. Casey Foundation, 2024; Grunke et al., 2013). This reading with purpose includes increasing critical thinking skills and using newfound reading skills to understand complex subjects such as math and science (Grunke et al., 2013; Shanahan, 2010). Reading comprehension difficulties of young readers with hyperlexia, those with high decoding skills and precocious reading behaviors, but deficient reading comprehension (Ostrolenk et al., 2017), are often overlooked by educators because these difficulties are masked by advanced reading fluency and decoding until academic language increases in complexity at this fourth-grade stage (Asberg Johnels & Miniscalco, 2014). The purpose of this single-subject case study was to examine the effects of a story mapping intervention, delivered via video modeling, on the reading comprehension proficiency of hyperlexic students in grade four. The story map intervention, delivered by video modeling, resulted in statistically significant increases in reading comprehension in this cohort. Additionally, independence increased, inferential understanding, and a reduction in the reliance of verbal prompts occurred. [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.]