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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 1096-2506 2154-400X |
| DOI: | 10.1177/1096250620950244 |
