To demonstrate that a proven story mapping technique for teaching learning disabled, poor comprehenders could be used to improve the comprehension of groups of normal children as well as learning disabled and low-achieving children, heterogeneous groups of third and fourth graders, including five learning disabled and low achieving students, were taught to use a story mapping strategy. A multiple baseline design across two groups was used to demonstrate group control. A model-lead-test teaching paradigm was used to shape comprehension responses to a level of independence, without teacher assistance. The three major findings of the intervention study were that (1) both experimental groups improved on daily story comprehension as a result of learning to use a story mapping technique, (2) all five low achieving and learning disabled children showed similar improvement, and (3) the progress of the normally achieving children was not impeded by including low achievers in the group instruction, thus by-passing use of ability grouping. (HOD)