A Comparison of Dialogic Reading, Modeling, and Dialogic Reading Plus Modeling. Issue 2 (April 2020)

• Record Type: Journal Article
• Authors: Coogle, Christan Grygas; Parsons, Allison Ward; La Croix, Leslie; Ottley, Jennifer R.
• Is Part Of: Infants and young children. Volume 33:Issue 2(2020:Apr./Jun.)
• Publication Date: 2020-04
• Subjects: autism spectrum disorder -- dialogic reading -- modeling -- vocabulary; Infant health services -- Periodicals; Child health services -- Periodicals; Child health services -- United States -- Periodicals; Child development -- Periodicals; Developmental disabilities -- Periodicals; 616.8588
• DOI: 10.1097/IYC.0000000000000162
• Languages: English
• ISSNs: 0896-3746

Abstract

Abstract : The authors used an alternating treatment, single-case design to determine the effect of dialogic reading, modeling, and dialogic reading plus modeling on the expressive vocabulary identification of 2 preschool children identified with autism spectrum disorder. Their preschool teacher implemented each of the conditions within the daily routines of the classroom. Each condition demonstrated effectiveness; however, the dialogic reading condition had the most robust effect on both of the children's labeling of target vocabulary words.