Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder

Autor/inn/en	Lo, Jennie Ying Tung; Shum, Kathy Kar-Man
Titel	Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 6, S.2146-2154 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shum, Kathy Kar-Man)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04692-0
Schlagwörter	Program Effectiveness; Learner Engagement; Preschool Children; Parent Child Relationship; Reading Aloud to Others; Story Reading; Comprehension; Inferences; Emotional Development; Dialogs (Language); Autism; Pervasive Developmental Disorders + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Verstehen; Verständnis; Inference; Inferenz; Gefühlsbildung; Dialog; Dialogs; Dialogue; Dialogues; Autismus
Abstract	This study investigated the effects of a parent-implemented dialogic reading approach--Reading to Engage Children with Autism in Language and Learning (RECALL)--on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age = 5.90 years, SD = 0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01