The present study examined the possibility that children with reading disabilities (RD) could increase their text comprehension by reading out loud. Eighteen second-grade children participated in this study: nine children with RD (5 males and 4 females) and nine children without RD (3 males and 6 females). A within-groups design was utilized in which the condition (reading out loud vs. silently) was counterbalanced between participants. Results indicated that reading out loud had no effect on children without RD but significantly improved the performance of children with RD. Results indicated that second- and third-grade children who are poor readers should be encouraged to read textual material out loud.