Literacy skills play a crucial role in the ongoing education and social interaction of children diagnosed with Autism Spectrum Disorder (ASD). For instance, the ability to read serves as an essential basis for their academic accomplishments, and higher academic achievements have been shown to lead to improved employment prospects and financial advantages. Additionally, there is a significant correlation between a child's reading proficiency and their adaptive communication skills within the ASD population. Nevertheless, a significant number of children with Autism Spectrum Disorder (ASD) demonstrate challenges in reading, characterized by a wide range of variations in both decoding and reading comprehension abilities. Although this population has challenges with reading comprehension, the current literature does not have enough information on effective interventions to solve the problem. The present study aims to improve the reading comprehension skills of individuals with ASD by using thought bubbles. Three participants with ASD attended. A multiple-baseline design across participants with a follow-up design was utilized. As a result, the thought bubble strategy successfully improved reading comprehension. Recommendations for future research are discussed.