Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and determine if participant and intervention characteristics moderate intervention effects. Reviewed articles were systematically identified and evaluated for methodological rigor according to design standards suggested by What Works Clearinghouse (WWC). A total of 13 single-case studies that met the WWC standards (50%) were analyzed for effects using Tau-U and yielded 50 separate effect sizes with 33 participants. Results of this study found a moderate overall effect of 0.89 (CI[subscript 95] [0.83, 0.96]) for technology-aided reading interventions, and variables associated with using time delay moderated reading outcomes.