Objective: The objective of this study was to compare levels of reading comprehension between integrated hearing impaired students with normal students in ordinary schools. Method: This research was a cross-sectional and comparative study. there were fourteen normal students and fourteen hearing impaired students which named integrated hearing impaired students in 4th year of primary ordinary schools in Shahre-rey and Shahryar. Using standard booklet of progress in international reading literacy study (2006) for comparison of levels of reading comprehension (1-to focus on and retrieve explicitly information 2- to make straight forward information 3- to interpret and integrate ideas and information 4- to examine and evaluate content) between integrated hearing impaired students with normal hearing students. Results: Analysis showed that there was not a meaningful difference in the first level (to focus and retrieve explicitly information) of reading comprehension between integrated hearing impaired students with normal students (p=0/860), but in level 2 (to make straightforward information) with p=0/002, level 3(to interpret and integrate ideas and information) with p=0/001 and level 4(to examine and evaluate content) with p=0/016 difference was significantly weaker in integrated hearing impaired students. Conclusion: Despite hearing impairment, integrated hearing impaired students have not a meaningful difference in the first level (to focus and retrieve explicitly information) of reading comprehension with normal hearing students but act significantly weaker in profound levels of reading comprehension.