Many studies have examined students with reading and writing difficulties. However, relatively little research has examined reading difficulties in students with intellectual disabilities (ID). The present study included 70 students, 46 with mild and 24 with moderate ID, from six different upper secondary schools for students with ID in southern Sweden. The study had the following aims: first to investigate the students’ reading ability, and second to compare students’ reading and listening abilities. The results revealed that few of the students reached the average decoding and reading comprehension levels for grade 3 students in compulsory school. Furthermore, students generally performed better on listening comprehension than reading comprehension, and this benefit was particularly prominent for students with moderate ID. These findings suggest that systematically practicing listening comprehension may help students with ID increase text assimilation. However, more research is needed to confirm this possibility.