Previous research shows a correlation between oral language and overall achievement in typically developing individuals. It has also been reported that individuals with Autism Spectrum Disorder (ASD) exhibit difficulties regarding literacy, however, minimal research has been conducted regarding the specific relationships between oral language and achievement in these individuals. Therefore, the purpose of this study was to collect oral language and overall achievement scores in order to describe the relationship between oral language and overall achievement in individuals with and without ASD. To achieve this, the Woodcock-Johnson III Normative Update Tests of Achievement (WJ-III) was administered to individuals with ASD and a control group consisting of typically developing individuals, matched by age, gender and ethnicity. Results and measures of spelling, oral language, reading, math and general achievement will be compared between groups. Element and word scores for spellings collected from both groups with the WJ-III will also be analyzed using the Computerized Spelling Sensitivity System (CSSS).