Due to the importance of reading skill, more attention has been paid to the preformal reading acquisition period because the studies had shown that there are specific preskills which are important presigns of success in reading skill acquisition. Language, language comprehension and production are important factors that influence and contribute to this performance. Children of typical development as well as children with the autistic spectrum disorder have to be taught reading paying attention to important reading acquisition components. The components are divided into the ones playing the key role in decoding skill and the others which are precedent to reading comprehension, i.e. language comprehension. Due to these facts, the goal of the research was to collect the data about reading comprehension and production by children with high functioning autism (HFA) or Asperger syndrome (AS) as well as their peers of typical development and determine the prereading skills by which these two mentioned groups differ. The sample was made of 10 preschool children with HFA/AS and 10 preschool children of typical development from 5 to 7 years of age. The children were tested by Peabody Picture Vocabulary Test (PPVT-III-HR), Test for reception of grammar (TROG-2: HR), Teddy Test for investigation of semantic bonds and the grammatical filling tasks. The investigation has shown that there is no statistically significant difference between the PPVT-III-HR and TROG-2: HR test. However, there is statistically significant difference by Teddy Test for investigation of semantic bonds and the grammatical filling tasks in favour of children of typical development. Besides present drawbacks in expression of semantic connections and outstanding grammar difficulties, other linguistic specificities characteristic of children with HFA/AS, like idiosyncratic language use, neologisms and meticulous language, can be detected to. These have contributed to the group differences, especially in semantic area.