Based on the outcomes of collaborative research conducted in Montreal, this chapter aims to understand the reading comprehension strategies deployed to ensure the transfer of the desired knowledge in order to improve the level of reading comprehension among adolescents with a mild intellectual disability (MID). Based on two joint processes (knowledge funneling and creation of a learning community) described in the scientific literature on knowledge transfer, the work of the research team in collaboration with teachers has allowed knowledge to be used directly in the classroom in order to foster the development of reading comprehension in adolescents with an MID. Finally, the research team has taken care to develop self‐supporting materials to ensure that essential information is transmitted to foster teachers and participants' practices. The latter are committed to providing contributions that support their students' reading comprehension.