Upon entering high school, students with ID who may be able to read simple texts often have difficulty grasping meaning when required to understand more complex texts. This failure affects their overall academic performance, since at this age, it is no longer just a question of learning to read, but rather of reading to learn, in all disciplines. To date, only a very small number of studies have described the types of instruction essential to promote reading comprehension among adolescents with ID; none provide teachers with guidance on how to implement optimal evidence-based instruction. This paper presents the results of an intervention design combining three reading instruction devices with regard to the reading achievement of students with MID. Developed through a collaborative research project, this approach showed promise when used in an experimental context. While outcomes did not quite correspond to what was expected in terms of significant improvement in comprehension, significant effects were observed, especially in relation to phonics and accuracy. Practical implications and recommendations for future research are discussed.