A Systematic Review of Reading Comprehension Assessment and Intervention in Minimally and Nonspeaking Autistic Children

Abstract

Abstract Up to 25% of autistic individuals are minimally or nonspeaking and need or use augmentative and alternative communication (AAC). While literacy instruction for this group is increasing, limited research has examined their reading comprehension. This systematic review examined assessment and intervention practices targeting reading comprehension in autistic children who need or use AAC. A May 2025 search of five databases yielded 586 articles, of which 6 studies met inclusion criteria. Studies were included if they featured autistic participants under 18 who were minimally or nonspeaking and addressed reading comprehension beyond single-word decoding. Findings varied widely in participant profiles, comprehension targets, and methodological rigor. There is a critical need for innovative and accessible research to assess and support reading comprehension in nonspeaking autistic children who need or use AAC.