Students with autism spectrum disorder (ASD) frequently struggle with reading comprehension, even when their reading fluency is strong. Anaphoric cuing has been shown to improve reading comprehension in children with autism spectrum disorder. This project involved teaching students to attend to anaphora (words that refer to other words) like it, she, he, and they. Four pairs of passages were used to compare changes in performance on a reading comprehension posttest with and without anaphoric cuing. Anaphoric cueing resulted in increased comprehension scores across 4 different passages for one participant. Although this approach may be helpful for some students, additional work is needed to determine who will be most likely to benefit.