The purpose of this study was to evaluate the effectiveness of the direct instruction of story mapping in improving the reading comprehension for high school students with specific learning disabilities. The participants included four eleventh grade students with specific learning disabilities served for literature in a resource room in a public high school. A multiple probe across participants design was used to evaluate the effectiveness of the story mapping instruction on the percent correct of reading comprehension questions of students with specific learning disabilities using an eleventh grade literature textbook. The results of this study indicated that the direct instruction of story mapping increased the percent of reading comprehension questions answered correctly for all four students. These findings illustrated the importance of teaching story mapping procedures to students with specific learning disabilities to increase their reading comprehension. (Contains 4 tables and 2 figures.)