Much of what is known about autism and literacy instruction is derived from studies including monolingual English-speaking children. Yet, less than one-fifth of the world's population are English speakers. This review examines the research on literacy instruction for children with autism learning to read and write in languages other than English.…

The question of whether it is easier to learn to read through an ideographic, syllabic, or alphabetic writing system is posed. The linguistic nature of Chinese, Japanese, Korean, and English are examined in relation to differences in information processing and cultural factors related to reading disability. (Author/SEW)

The history of three non-Latin based orthographies--Chinese, Japanese, and Korean--is reviewed in this paper. The characteristics of the three orthographies are examined regarding the ease of learning to read with these varied symbol systems. Attention is given to the incidence of reading disability in different orthographies, and research is…

Analyzes a report by D.D. Steinberg and J. Yamada that investigated which of the different types of scripts used in Japanese writing was the easiest to learn to read. (MKM)

Offers a rebuttal to Tzeng and Singer's criticism of the authors' study of the ease of learning to read the different Japanese scripts. States that the symbols and words were taught in the ordinary situation in which they are learned. (MKM)