Relationships between early literacy measures (i.e., curriculum-based measurement) and advanced literacy measures (i.e., reading comprehension) were examined in young children with autism spectrum disorders (ASDs). Participants in this study were 167 children between the ages of 4 and 7 years (M = 5 years 8 months), who were assessed at 2 time points during 1 school year. Results indicated that, compared to other measures of early literacy skills, curriculum-based measurements (CBMs) accurately assessed skills in students with ASD. Furthermore, early literacy skills predicted reading comprehension approximately six months later in this sample. The reading development of children with ASD compared to typically developing children appears to be similar in the predictive capacity of decoding skills on later reading skills and dissimilar in the variability and range of skills. CBM tools can provide educators with information about the early reading skills of children with ASD to help address reading and language difficulties seen in this population. Impact and Implications: This article examines the relationship between brief early literacy measures (i.e., curriculum-based measurements) and standardized measures of reading comprehension in a young sample of children with autism spectrum disorder (ASD). The results suggest that these short measures of early reading skills accurately predicted later reading comprehension in this sample. These measures can provide critical information about the early reading skills of children with ASD and can be used to help address common reading difficulties seen in this population. [This is the online version of an article published in "School Psychology Quarterly."]