The purpose of this article is to describe recommendations for providing evidence-based literacy instruction to students with intellectual and developmental disabilities (IDD), including students with comorbid autism spectrum disorder (autism). We identify six evidence-based practices, highlight key research that supports each practice, and then illustrate how to implement these practices in the classroom. We describe and provide examples from Friends on the Block (FOTB; Allor et al., 2022), a comprehensive literacy intervention designed to apply evidence-based practices in innovative ways to better meet the needs of students with IDD and autism. This program includes the supports and intensive practices teachers need to promote literacy development for students with IDD and autism. We conclude by providing and describing several recommended resources for teaching foundational reading skills to students with extensive support needs.