The ability to read independently is essential for success in high school, college, and most careers. Students with disabilities must be able to comprehend literally and inferentially to meet the demands of the general education curriculum and navigate the complex political, social, and economic environment of the 21st century (King- Sears & Bowman-Kruhm, 2010; Murnane et al., 2012). An ability to understand text may also add to the quality of life for individuals with intellectual disabilities (ID) by allowing access to independent living choices and community activities (Boudreau, 2002; Fautsch- Patridge et al., 2011). Reciprocal teaching is a research-based strategy that increases reading comprehension skills in diverse groups of adolescents with and without disabilities. Through predicting, questioning, clarifying, and summarizing, readers not only become aware of their own understanding but also increase their ability to collaboratively learn from the written word.