This initial study used an equivalent-groups design to evaluate differences in story comprehension scores between children with autism spectrum disorder (ASD) and their neurotypical (NT) peers using paper and iPad® storybooks. Fifteen children with ASD of ages 4-6 and 15 NT peers matched for receptive vocabulary age and gender met inclusion criteria. Across two individualized testing sessions, participants answered language abstraction questions about three formats of Pete the Cat stories (paper, iPad adult read, and iPad with the read-to-me feature activated) during shared storybook reading. When examining the entire group of participants, all children performed better with either type of iPad storybook compared to the paper book. The current study indicates storybooks on the iPad function in similar ways for NT children and children with ASD. Further, this research shows promise for using the iPad with young children during shared storybook reading. Directions for future research and implications for special education personnel are provided.