Difficulties with reading development have been well documented in samples of children with autism spectrum disorders. This study utilized a state-level early literacy dataset of kindergarten students educationally diagnosed with autism spectrum disorder (N = 616) to investigate the development of critical early reading skills across the kindergarten year. The study employed latent profile analysis and latent transition analysis to empirically derive profiles of early readers at kindergarten entry and the end of kindergarten. Results demonstrate the heterogenous nature of early reading skills for young school-aged students with autism spectrum disorder. Results have important implications for the early instruction and intervention of early reading for young children with autism spectrum disorder.