It is well documented that reading strategies of low-literacy readers are suboptimal when text requires deeper levelsof comprehension. Deep comprehension demands causal or goal-oriented reasoning and functional conceptual knowledge.Alternatively, shallow comprehension entails recall of definitions or text features without necessitating a coherent understandingof the text. The Center for Adult Literacy (CSAL) AutoTutor is an interactive intelligent tutoring system designed to foster deepand shallow comprehension in low-literacy readers. The present work represents the first empirical study of the effect of CSALAutoTutor on comprehension type in low- and high-literacy readers. Community members and students interacted with CSALAutotutor and then were assessed on recall ability for the structure (shallow) and meaning (deep) of sentences from lessontext. Preliminary analysis suggests CSAL AutoTutor promotes comparable deep level comprehension in low- and high-literacyreaders. Implications for CSAL AutoTutor as a literacy intervention and future goals are discussed.