Author(s)

Zhenzhong Wang ¹

Affiliation(s)

¹ Department of Language and Humanities Education, Universiti Putra Malaysia, Malaysia

Corresponding Author

Zhenzhong Wang

ABSTRACT

This study investigated and compared whether text-picture matching, picture-embedded and word tracing intervention strategies can promote the learning of Chinese characters by Chinese ASD children. The core theory is the effect of picture stimulation and handwriting stimulation on literacy ability. The participants were all 24 children aged 6-12 years in a rehabilitation center in Shanxi Province, China. The children were randomly divided into a treatment group and a control group; the treatment group used these three methods to teach four Chinese characters in turn, and the control group used text-only. A total of three intervention experiments were conducted, and each experimental group used different intervention methods to teach new Chinese characters. The results show that these three intervention strategies all promote the literacy of Chinese children with ASD, but the picture-embedded teaching strategy is not recommended. Due to the short experimental period, future work can continue to study and compare the effectiveness of text-picture matching and word tracing.

KEYWORDS

Autism spectrum disorder, Literacy, Text-picture matching, Picture-embedded, Handwrting

CITE THIS PAPER

Zhenzhong Wang. Evaluation of Different Teaching Strategies in Sight Words Instruction of Chinese Children with Autism: Text-picture Matching, Picture-embedded, and Word Tracing. Advances in Educational Technology and Psychology (2021) 5: 8-21. DOI: http://dx.doi.org/10.23977/aetp.2021.59002

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