The term "literacy" is often used synonymously with reading and writing. However, literacy entails more than reading and writing. Literacy involves communicating with others and includes listening, viewing, following, and reading directions and interacting with friends and colleagues. The literacy skills and abilities are essential for all learners. Unfortunately, students with disabilities, including those with autism spectrum disorders (ASD), often demonstrate complex social communication and cognitive differences that influence both the quantity and quality of instruction they receive. Recently, however, literacy instruction for students with ASD is receiving more and more attention. In this article, the authors present three different reading profiles they observed in their study of how students with autism approach text. Reading profiles are used to discuss important instructional considerations, including setting the context for learning and establishing meaning-based literacy instruction that facilitates the reading comprehension of students on the spectrum. Before specifically discussing reading comprehension instruction, the authors first discuss general instructional techniques that promote engagement and learning in many academic activities, including literacy and language arts instruction. (Contains 1 figure and 1 table.)