The purpose of this study was to investigate the effects of adaptation of reading texts with cartoons on the reading comprehension and interest in reading of students with intellectual disabilities in elementary school. In an effort to solve those questions, the investigator selected 40 students who were diagnosed with intellectual disabilities among those who received special education in one special school and five regular elementary schools in Y City. The subjects were divided into the experiment and control group, each of which included 20. The experiment group received lessons on the revision of reading texts with cartoon four times per week or total 20 times over five weeks, while the control group received direct instructions for the period. First, the experiment group to which the materials for the adaptation of reading texts with cartoons recorded higher scores in the post-test than in the pre-test and thus improved in reading comprehension compared with the control group that received direct instruction. Second, the experiment group to which the materials for the adaptation of reading texts with cartoons recorded higher scores in the post-test than in the pre-test and thus improved in interest in reading compared with the control group that received direct instruction, which indicates that those materials had very significant effects on their interest in reading. Those findings that materials for the adaptation of reading texts with cartoons are more effective in increasing reading comprehension and interest in reading than simple reading text materials. Thus generate great effects in helping the students with intellectual disabilities develop comprehension skills and form active attitudes in the area of reading of the Korean subject.