Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (6): 822-829.doi: 10.16187/j.cnki.issn1001-4918.2022.06.08

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Characteristics of Environmental Print Reading of Children with Autism Spectrum Disorder Aged 5 to 7 Years

ZHENG Wanting1, WANG Wei1, XU Limin2, LI Mohan3, XU Zhiqi4, LI Yongxin5, ZHAO Jing1, LIANG Ziyan1, LIU Jingjia1   

  1. 1. Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121;
    2. Hangzhou Zhongtaizhongxin Kindergarten, Hangzhou 311121;
    3. Zhaogezhuang Hospitial, Kailuan General Hospital, Tangshan 063100;
    4. College of Media Engineering, Communication University of Zhejiang, Hangzhou 310018;
    5. Faculty of Education, Henan University, Kaifeng 475001
  • Published:2022-11-29

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Abstract: The present study aimed to examine how children with Autism Spectrum Disorder (ASD) read environmental prints with different types of contextual cues including color cue, logo cue and font cue. Twenty-eight ASD children and 30 typically developing (TD) children aged 5 to 7 years old were tested. A naming task was used. Results showed that: (1) Both ASD children and TD children had significantly lower scores when naming words in the environmental prints which were removed the logos; (2) ASD children had significantly lower scores when naming words in the environmental prints which were further eliminated the font cue, while TD children were less affected; (3) When naming words in environmental prints, regardless of ASD, children with more sight vocabulary, showed less dependence on logo cue. These results indicated that ASD children were more affected by the logo cue and the font cue when they named words in environmental prints and provided evidence for the vivid and effective early literacy intervention programs to promote reading development of ASD children.

Key words: autism spectrum disorder, environmental print, reading, contextual cue

CLC Number: 

  • G442
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