This review aimed to synthesize the group design literature to identify the evidence-based reading comprehension interventions for children with ASD. The primary aim was to identify which reading comprehension interventions had demonstrated positive effects for students with ASD in group design studies. This review was initiated using both PsychInfo and ERIC in October 2019 with a second review completed in April 2020. For studies to be included, they had to include pre-/post-data on a reading comprehension intervention and include students with ASD as well as to be (1) peer-reviewed, (2) written in English, and (3) published between 2000 and 2019. The decision to review articles from 2000 forward was based on the publication of the National Reading Panel report (2000) and the wealth of research on the Big Five areas of reading. Five studies were found that met criteria, with a total of 141 students and 87% of the intervention group meeting criteria for ASD. Results showed effectiveness for reading comprehension interventions using anaphoric questions, direct instruction, and comprehension training strategies. These instructional strategies are consistent with single-case design study findings showing efficacy for these strategies with individual students and are important in supporting the variability of executive functioning skills needed for integrating passage information with whole group instruction as well.