Many children with autism spectrum disorder (ASD) are at-risk for academic difficulties, particularly reading comprehension. The implementation of research-supported reading comprehension interventions for this population is critical for optimal academic success. The current meta-analysis of single-case design (SCD) studies evaluates the effectiveness of reading comprehension interventions for children with ASD through design comparable effect size (BC-SMD) analyses, log response ratio for increase (LRR-i), and multilevel modeling (MLM). We included SCD studies (20 studies, 60 participants) published in English that met What Works Clearinghouse (WWC) criteria with at least reservations with at least one participant (less than 18 years of age) who had ASD with reading comprehension defined as the dependent variable. Research on this topic is still emerging, but our preliminary results suggest that reading comprehension interventions show promise for children with ASD (BC-SMDoverall = 2.97, 95% CI = 1.85-3.97, p < 0.001). Further analyses indicate that intervention effectiveness, although broadly effective, differs across child race/ethnicity, X[superscript 2] (4) = 40.4, p < 0.001; age, X[superscript 2] (2) = 52.0, p < 0.001; participant disability (ASD vs. ASD + speech language impairment), X[superscript 2] (2) = 44.3, p < 0.001; and study method quality (meeting WWC vs. meeting WWC with reservations), X[superscript 2] (2) = 150.4, p < 0.001.