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Adapting Interactive Shared Reading Interventions for Young Learners with Autism Spectrum Disorder: RECALL

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Title: Adapting Interactive Shared Reading Interventions for Young Learners with Autism Spectrum Disorder: RECALL
Language: English
Authors: Jackson, Elizabeth M. (ORCID 0000-0002-5866-012X), Hanline, Mary Frances, Whalon, Kelly
Source: Young Exceptional Children. Mar 2022 25(1):30-41.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2022
Sponsoring Agency: Department of Education (ED)
Contract Number: H325D140074
Document Type: Journal Articles
Reports - Descriptive
Education Level: Early Childhood Education
Preschool Education
Descriptors: Autism, Pervasive Developmental Disorders, Reading Strategies, Preschool Children, Preschool Education, Interaction, Teaching Methods, Oral Language, Language Skills, Vocabulary, Reading Comprehension, Cues, Learner Engagement, Visual Aids
DOI: 10.1177/1096250620950244
ISSN: 1096-2506
2154-400X
Abstract: Many early childhood educators use the evidenced-based practice of interactive shared book reading (ISBR) to promote the development of important communication and literacy skills. ISBR for preschoolers has been shown to build both vocabulary and conceptual knowledge, which in turn contributes to later language and reading comprehension development. While Early Childhood Special Educators (ECSE) recognize the importance of engaging in ISBR with their students, children with autism spectrum disorder (ASD) often struggle to meaningfully participate in ISBR because of the children's difficulties in language/communication, joint attention, and social reciprocity. The purpose of this manuscript is to describe an approach to support children with ASD to engage in ISBR to build oral language skills (e.g., vocabulary knowledge and comprehension) and ultimately to support later reading comprehension. The approach is RECALL: Reading to Engage Children with Autism in Language and Learning. This article describes the RECALL ISBR approach, explains how to implement RECALL, and provides information on additional enhancements that support social communication engagement.
Abstractor: ERIC
Entry Date: 2022
Accession Number: EJ1325871
Database: ERIC
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  Data: Adapting Interactive Shared Reading Interventions for Young Learners with Autism Spectrum Disorder: RECALL
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  Data: <searchLink fieldCode="AR" term="%22Jackson%2C+Elizabeth+M%2E%22">Jackson, Elizabeth M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5866-012X">0000-0002-5866-012X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hanline%2C+Mary+Frances%22">Hanline, Mary Frances</searchLink><br /><searchLink fieldCode="AR" term="%22Whalon%2C+Kelly%22">Whalon, Kelly</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Young+Exceptional+Children%22"><i>Young Exceptional Children</i></searchLink>. Mar 2022 25(1):30-41.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 12
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  Data: 2022
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  Data: <searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink>
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  Data: 10.1177/1096250620950244
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  Data: 1096-2506<br />2154-400X
– Name: Abstract
  Label: Abstract
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  Data: Many early childhood educators use the evidenced-based practice of interactive shared book reading (ISBR) to promote the development of important communication and literacy skills. ISBR for preschoolers has been shown to build both vocabulary and conceptual knowledge, which in turn contributes to later language and reading comprehension development. While Early Childhood Special Educators (ECSE) recognize the importance of engaging in ISBR with their students, children with autism spectrum disorder (ASD) often struggle to meaningfully participate in ISBR because of the children's difficulties in language/communication, joint attention, and social reciprocity. The purpose of this manuscript is to describe an approach to support children with ASD to engage in ISBR to build oral language skills (e.g., vocabulary knowledge and comprehension) and ultimately to support later reading comprehension. The approach is RECALL: Reading to Engage Children with Autism in Language and Learning. This article describes the RECALL ISBR approach, explains how to implement RECALL, and provides information on additional enhancements that support social communication engagement.
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        Value: 10.1177/1096250620950244
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        PageCount: 12
        StartPage: 30
    Subjects:
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Preschool Children
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      – SubjectFull: Oral Language
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      – SubjectFull: Language Skills
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      – SubjectFull: Vocabulary
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Cues
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Visual Aids
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      – TitleFull: Adapting Interactive Shared Reading Interventions for Young Learners with Autism Spectrum Disorder: RECALL
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