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

30 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 1, March 2022 https://doi.org/10.1177/1096250620950244 DOI: 10.1177/1096250620950244 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Melissa, the teacher in an inclusive preschool, recognizes the importance of early literacy and embeds literacyrelated activities throughout the day. She uses books to introduce and expand thematic units, set the stage for play in center activities, and facilitate transitions. She schedules time each day for whole and small group shared reading. Melissa has noticed that Lindsay, a 4-year-old girl with autism, struggles to stay actively engaged in and, therefore, benefit from the shared book reading activities. She does not answer questions or initiate social interactions about the book, even though Melissa structures her shared reading to encourage children’s participation. Melissa, like many early childhood educators, uses the evidenced-based practice of interactive shared book reading (ISBR) to promote the development of important communication and literacy skills (Rezzonico et al., 2015). ISBR for preschoolers has been shown to build both vocabulary and conceptual knowledge, which in turn contributes to later language and reading comprehension development (Mol et al., 2009; National Early Literacy Panel [NELP], 2009). A critical role of an educator is to ensure that every child 950244 YECXXX10.1177/1096250620950244YOUNG EXCEPTIONAL CHILDRENShort Title / Jackson et al. research-article2020