This study investigated the use of a computer-based intervention for teaching orthographic symbols to children with autism. Through a structured seven-step fading procedure, children were taught to identify words from commercially available logos depicting food items. A multiple-probe design across participants was used to examine the effects of exposing 6 children with autism to 8 food items selected individually based on their meaningfulness to each child. The acquired knowledge was then tested for generalization into the classroom. Results indicated that after exposure to the fading procedure, all children were able to identify the orthographic symbols and maintain the knowledge over time. Most of the children were able to transfer the knowledge and generalize to daily activities within the classroom. Implications and future research directions are discussed.