This article by Brum et. al., (2019) cover several strategies for secondary students diagnosed with ASD who are struggling with reading comprehension.  Students with ASD often struggle with a lack of inferencing and interpreting the text they are given, difficulty with perspective taking, confusion over wh- questions, focusing on details, and challenges with pronoun following in the texts.  These students who struggle with comprehending texts need high quality, evidence-based strategies to improve their understanding.  The article describes two particular approaches: Alternate Achievement Literacy (AAL) and Collaborative Strategic Reading: High school (CSR-HS).  AAL provides modifications and support to help students with autism comprehending age-appropriate texts.  Some of these adaptations for AAL might be highlighting the key points or using speech to text software.  Reviewing important vocabulary is a good strategy to use for all students who struggle with comprehending, but AAL also uses time delay, an errorless learning procedure for vocabulary.  Other steps in the AAL process include integrating comprehension questions, maintaining engagement, and follow-up activities for recalling key facts.  The CSR-HS strategy uses a peer tutor to work through reading passages to practice evidence-based strategies while reading together.  The CSR-HS allows students with ASD work with a peer to build social and communication skills, model and practice reading, and generalize comprehension strategies.