The social-communication and behavioural difficulties experienced by children with autism spectrum disorder (ASD) are well documented in the research literature; however, relatively little attention has been paid to their commonly experienced reading difficulties. In this article, we synthesise the findings of the research to date and provide practical recommendations for school psychologists and counsellors tasked with assessing and supporting children with ASD who experience reading difficulties. Central to these recommendations is the need for comprehensive multidisciplinary assessment tailored to each child's needs, at all times avoiding common assumptions regarding literacy and learning in children with ASD.