A Rationale and Strategy for Adapting Dialogic Reading for Children with Autism Spectrum Disorder: RECALL

Autor/inn/en	Whalon, Kelly; Delano, Monica; Hanline, Mary Frances
Titel	A Rationale and Strategy for Adapting Dialogic Reading for Children with Autism Spectrum Disorder: RECALL
Quelle	In: Preventing School Failure, 57 (2013) 2, S.93-101 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2012.672347
Schlagwörter	Autism; Pervasive Developmental Disorders; Early Childhood Education; Reading Instruction; Teaching Methods; Emergent Literacy; Learner Engagement; Asperger Syndrome; Reading Aloud to Others; Reading Strategies; Inferences; Attention; Interpersonal Relationship; Prompting; Young Children; Intervention + Suchen Sie Ihr Suchwort? Autismus; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht; Asperger-Syndrom; Reading strategy; Leselernstufe; Lesetechnik; Inference; Inferenz; Aufmerksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Benutzerführung; Frühe Kindheit
Abstract	As the number of children diagnosed with an autism spectrum disorder (ASD) continues to rise, more children with ASD are accessing early childhood services. Early childhood educators need strategies that benefit a variety of learners served in these settings including those diagnosed with ASD. Shared reading is one routine that is typically used in early childhood settings. This article aims to provide a rationale for adapting an established shared reading intervention (dialogic reading) to enhance language/emergent literacy skills of children with ASD. The proposed shared reading intervention, Reading to Engage Children with Autism in Language and Learning (RECALL), combines dialogic reading and evidence-based strategies shown to support young learners with ASD to specifically target additional skills young children with ASD inherently have difficulty acquiring. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10