The purpose of this study was to compare the effectiveness of two different presentations of graphic organizers on recalling information from compare/contrast text which is a kind of expository text in intellectually disabled students. The first presentation included graphic organizers which were presented before reading whereas in the second presentation students were asked to fill the graphic organizer after reading. Five students with mild intellectual disabilities attending a special education classroom in an elementary school located in Ankara were participated in the study. An alternating treatment design was employed to assess differentiated effectiveness of the presentations of graphic organizers. The results of the study showed that four students reported that filling graphic organizers after reading was more effective on improving their ability to recall the similarities and differences of comparison concepts depicted in the compare/contrast texts. However, one student displayed more improvements on recalling the similarities in compare/contrast texts when provided with graphic organizers before reading. Yet, there were no differences between the presentations in improving the student's ability to recall the differences. Both presentations were equally effective for the student. The results of the study were discussed and suggestions for future research were provided.