Intellectual disabilities (ID) cause significant language difficulties. However, there are only few language intervention methods that have been scientifically proven to be effective with children with ID. This study aims to test the effectiveness of a language education method called Dialogic Reading (DR) among children with ID aged 6 to 12 years. After an extensive assessment of their non-verbal intellectual abilities and their language, pragmatic and behavioral skills, 58 children with ID were randomly assigned to a group trained mainly in VOCABULARY (n=30) or in SYNTAX (n=28). Children received sessions focused on the acquisition of 30 rare words (VOCABULARY group) or three relatively complex syntactic constructions (SYNTAX group). They were then given an extensive language assessment post-test. Results showed that each group made greater progress in the domain trained (i.e., VOCABULARY or SYNTAX). Il is concluded that DR could be a useful approach to language education for children with ID.