This study evaluated the effects of a computer-based instructional program to assist three students with mild to moderate intellectual disabilities in using pictorial graphic organizers as aids for increasing comprehension of electronic text-based recipes. Student comprehension of recipes was measured by their ability to verbally retell recipe steps with their graphic organizer. Students' ability to follow a novel recipe with the assistance of a pictorial graphic organizer tested generalization and authentic use of the recipes. A multiple-probe design across participants evaluated the functional relationship between the graphic organizer and comprehension. All students improved their comprehension related to the e-text presentation of recipes after the introduction of graphic organizers, and performance generalized to the novel recipes and actual food preparation. Results of the investigation are discussed in the context of integrating graphic organizers into the curriculum and technology-enhanced text-based activities. (Contains 2 tables and 4 figures.)