Research on the academic profile of students with Autist Spectrum Trastorno (TEA) refers to variable performance, generally lower than expected for cognitive capacity. In school, reading and writing are crucial instrumental learning that underpins success in different curricular areas and has important implications throughout life, not only academic, but also social and occupational. This article provides a brief review of the main difficulties encountered by TEA students in reading and writing. With regard to reading, studies agree on a good command of decoding processes, but less than age and intellectual performance in reading understanding, especially in inferential understanding. Deficits have also been identified in the various components of writing, particularly in graphic form and textual coherence. This profile has led to attempts to clarify a number of explanatory factors, including linguistic factors or aspects related to the psychological theories of autism themselves, which may guide proposals for intervention.