The world of science is growing at a fast rate and therefore it is important for all students to have the basic knowledge of science to understand their environment. Learning science is also very important for students with autism spectrum disorder (ASD), as knowledge of science allows students to understand their natural world, and science, technology, engineering, and mathematics (STEM) education is increasingly emphasized in schools.

Reading to learn science is, therefore, a vital skill in today’s schools for all students. This study was done by using a single-case reversal design. This study was done to evaluate the effectiveness of Reading to Engage Children with Autism in Language and Literacy (RECALL; a shared reading intervention) combined with a concept map on the ability of young children with ASD to answer comprehension questions from science text. Two 5-year-old boys with ASD participated in this study.

The study concluded through its findings that RECALL combined with a concept map was effective in increasing participants’ correct responding to comprehension questions from science text. Implications for intervention and research are discussed.