Autism Spectrum Disorder (ASD) has been rising considerably among children worldwide. As a developmental disability involving restricted behaviors and interests, and difficulties with social interaction, the literacy development among children with ASD has been under-researched. The present study investigated the influence of home literacy environment on oral vocabulary acquisition among kindergarteners with ASD in China. Thirty-five children with ASD and thirty-two typically developing (TD) children were recruited. Results demonstrated that, compared with TD children, children with ASD showed lower engagement in home literacy practices. Additionally, home literacy environment was significantly associated with oral vocabulary development among children with ASD, and the use of technology for literacy practices at home was a significant predictor for the performance of oral vocabulary among children with ASD. Findings from this study extended the scope of literacy development among children with ASD and provided insights into the influence of home literacy environment on vocabulary acquisition among children with ASD.
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Chen et al. (2026) studied this question.
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