This study examined how explicit instruction in semantic ambiguity detection affected the reading comprehension and metalinguistic awareness of five English learners (ELs) with learning difficulties (e.g., attention deficit/hyperactivity disorder, specific learning disability). A multiple probe across participants design (Gast & Ledford, 2010) evaluated instructional effects on (a) number of correct replacements (CR) on maze tasks and (b) percentage accuracy with applying targeted metalinguistic awareness skills on researcher-developed semantic ambiguity detection probes. During the baseline condition, guided reading was the primary instructional method. During intervention, explicit instruction focused on identification and interpretation of multimeaning words, production and interpretation of riddles, and close reading of authentic text to interpret nonliteral language. Results-revealed performance increases relative to baseline levels on instructional-level reading comprehension and semantic ambiguity detection assessments. Participants rated the intervention favorably. Limitations and implications for meeting literacy needs of ELs with learning difficulties are presented.