During the research showcase in the fall semester of 2019, my partner Julie and I presented our poster “RECALL: A Dialogic Reading Approach for Students with Autism Spectrum Disorder.” For this presentation, Julie and I conducted a literature review of professional and peer-reviewed articles on the effects of RECALL, or Reading to Engage Children with Autism in Language and Learning. Dialogic Reading uses the acronym CROWD to list the objectives. These objectives include completion, recall, open-ended, “Wh-” questions such as who, what, when, where, why, and how, as well as distancing. The RECALL approach has the same basic principles of Dialogic Reading but also includes prompts for emotion identification, secure attention, intentional pause, and initiation. From our research, we found that the RECALL approach positively affected students with Autism Spectrum Disorder as they are more engaged with the text for a longer period of time.

This presentation was one of my favorites to create and present as it directly related to the field I am entering. I had previously learned about and used the Dialogic Reading approach but was able to learn about this approach more in depth as well as how this approach has been altered to benefit students. I loved presenting this research to various students and faculty members as it is a topic that I am very interested in passionate about. I enjoyed being able to talk about all of the research that my partner and I had conducted throughout the semester as well as see other people being engaged and interested in the presentation.