<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812025000100200</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.106.6175</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação da eficácia de dois programas de leitura dialógica na compreensão de crianças com transtorno do espectro do autismo e desenvolvimento típico]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessing the efficacy of two dialogic reading programs on comprehension in children with autism spectrum disorder and typical development]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación de la eficacia de dos programas de lectura dialógica sobre la comprensión de niños con trastorno del espectro autista y desarrollo típico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Walter]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romcy-Pereira]]></surname>
<given-names><![CDATA[Rodrigo Neves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Débora Regina de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte (UFRN)  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte (UFRN).  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte (UFRN).  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>106</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812025000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812025000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812025000100200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Prejuízos na linguagem e na compreensão leitora de crianças com desenvolvimento típico (DT) e com transtorno do espectro do autismo (TEA) podem ser minimizados por práticas precoces de leitura. Assim, o objetivo deste estudo foi analisar a eficácia de dois programas de leitura, Reading to Engage Children with Autism in Language and Learning (Recall) e Leitura Dialógica Simples (LDS), implementados em dois pré-escolares com TEA e um com DT. Um delineamento experimental randomizado do tipo ABAB foi empregado para avaliar os efeitos dos dois programas na frequência de respostas corretas a perguntas factuais e inferenciais sobre as histórias narradas, assim como na aprendizagem de vocabulário das três crianças. Os resultados mostram que, por meio da autoscopia e de estratégias de modelação, os sete mediadores, pais das crianças e profissionais de saúde e educação, desenvolveram competências para implementar ambos os protocolos com adequado grau de fidedignidade. As três crianças aprenderam novos vocábulos quando expostas ao Recall e à LDS, sem apresentarem diferenças significativas entre os programas. Em contrapartida, ao avaliarmos a frequência de respostas corretas para o conjunto de tipo de pergunta, observou-se desempenho significativamente melhor para as três crianças com o Recall. Ao estendermos as análises considerando o valor das respostas segundo o nível de ajuda, verificou-se diferença significativa apenas para duas delas. Contribuições e limitações do estudo também são discutidas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Language and reading comprehension hurdles in children with typical development (TD), as well as those with autism spectrum disorder (ASD), can be minimized with early reading practices. Thus, the purpose of the present study was to analyze the effectiveness of two reading programs, the Reading to Engage Children with Autism in Language and Learning (RECALL) and Simple Dialogic Reading (SDR), implemented with 2 preschoolers with ASD and one with TD. A randomized experimental ABAB design was employed to assess the effects of the two programs on the frequency of correct responses to factual and inferential questions regarding the narrated stories, as well as on the vocabulary development of the three children. The results show that through autoscopic and modeling strategies, the 7 mediators, the children's parents and health and education professionals, developed competencies to implement both protocols with an adequate degree of reliability. The three children learned new vocabulary when exposed to RECALL and SDR, without showing significant differences between the programs. On the other hand, when assessing the frequency of correct answers to the set of type of questions, it was observed that performance has significantly improved for all the three children with RECALL. When extending the analyses considering the value of the answers given based on the level of support, considerable differences were found solely for two of them. Contributions and limitations of the study are also discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Las deficiencias en el lenguaje y la comprensión lectora de los niños con desarrollo típico (DT) y trastorno del espectro autista (TEA) pueden minimizarse mediante prácticas tempranas de lectura. Así, el objetivo de este estudio fue analizar la efectividad de dos programas de lectura - Reading to Engage Children with Autism in Language and Learning (Recall) y Lectura Dialogica Simple (LDS) - implementados en dos niños en edad preescolar con TEA y uno con DT. Se empleó un diseño experimental aleatorio ABAB para evaluar los efectos de los dos programas sobre la frecuencia de respuestas correctas a preguntas literales e inferenciales sobre las historias narradas, así como el aprendizaje de vocabulario de los tres niños. Los resultados muestran que, a través de la autoscopia y estrategias de modelado, los siete mediadores, padres de los niños y profesionales de la salud y de la educación desarrollaron competencias para implementar ambos protocolos con un grado adecuado de fidelidad. Los tres niños aprendieron nuevos vocablos con Recall y LDS, sin mostrar diferencias significativas entre los programas. Por otro lado, al evaluar la frecuencia de respuestas correctas para el conjunto de tipo de pregunta, se observó un desempeño significativamente mejor para los tres niños con Recall. Al extender los análisis considerando el valor de las respuestas según el nivel de ayuda, se encontró una diferencia significativa apenas para dos niños. También se discuten las contribuciones y limitaciones del estudio.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[TEA]]></kwd>
<kwd lng="pt"><![CDATA[compreensão de narrativas orais]]></kwd>
<kwd lng="pt"><![CDATA[Leitura Dialógica]]></kwd>
<kwd lng="pt"><![CDATA[Recall]]></kwd>
<kwd lng="pt"><![CDATA[delineamento experimental]]></kwd>
<kwd lng="pt"><![CDATA[leitura implementada por pais]]></kwd>
<kwd lng="en"><![CDATA[ASD]]></kwd>
<kwd lng="en"><![CDATA[oral narrative comprehension]]></kwd>
<kwd lng="en"><![CDATA[dialogic reading]]></kwd>
<kwd lng="en"><![CDATA[RECALL]]></kwd>
<kwd lng="en"><![CDATA[experimental design]]></kwd>
<kwd lng="en"><![CDATA[parent-implemented reading]]></kwd>
<kwd lng="es"><![CDATA[TEA]]></kwd>
<kwd lng="es"><![CDATA[comprensión de narrativas orales]]></kwd>
<kwd lng="es"><![CDATA[lectura dialógica]]></kwd>
<kwd lng="es"><![CDATA[Recall]]></kwd>
<kwd lng="es"><![CDATA[diseño experimental]]></kwd>
<kwd lng="es"><![CDATA[lectura implementada por los padres]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALHARBI]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[TERLEKTSI]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[KOSSYVAKI]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dialogic reading effect on communicative initiations and responses for children with autism: a systematic review.]]></article-title>
<source><![CDATA[Review Journal of Autism and Developmental Disorders]]></source>
<year>2023</year>
<publisher-loc><![CDATA[[s. l.] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BELLAGAMBA]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Abstractness emerges progressively over the second year of life]]></article-title>
<source><![CDATA[Scientific Reports]]></source>
<year>2022</year>
<volume>12</volume>
<publisher-loc><![CDATA[[s. l.] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOYLE]]></surname>
<given-names><![CDATA[S. A.]]></given-names>
</name>
<name>
<surname><![CDATA[MCNAUGHTON]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[CHAPIN]]></surname>
<given-names><![CDATA[S. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of shared reading on the early language and literacy skills of children with autism spectrum disorders: a systematic review]]></article-title>
<source><![CDATA[Focus on Autism and Other Developmental Disabilities]]></source>
<year>2019</year>
<volume>34</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>205-14</page-range><publisher-loc><![CDATA[[s. l.] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FAGUNDES]]></surname>
<given-names><![CDATA[A. J. F. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cálculo de concordância entre observadores.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[FAGUNDES]]></surname>
<given-names><![CDATA[A. J. F. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Descrição, definição e registro de comportamento]]></source>
<year>2015</year>
<edition>17</edition>
<page-range>97-110</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Edicon]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FISHER]]></surname>
<given-names><![CDATA[R. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[On the interpretation of &#967;2 from contingency tables, and the calculation of P.]]></article-title>
<source><![CDATA[Journal of the Royal Statistical Society]]></source>
<year>1922</year>
<volume>85</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>87-94</page-range><publisher-loc><![CDATA[[s. l] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KRATOCHWILL]]></surname>
<given-names><![CDATA[T. R.]]></given-names>
</name>
<name>
<surname><![CDATA[LEVIN]]></surname>
<given-names><![CDATA[J. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Enhancing the scientific credibility of single-case intervention research: randomization to the rescue]]></article-title>
<source><![CDATA[Psychological Methods]]></source>
<year>2010</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>124-44</page-range><publisher-loc><![CDATA[[s. l.] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MANN]]></surname>
<given-names><![CDATA[H. B.]]></given-names>
</name>
<name>
<surname><![CDATA[WHITNEY]]></surname>
<given-names><![CDATA[D. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[On a test of whether one of two random variables is stochastically larger than the other.]]></article-title>
<source><![CDATA[Annals of Mathematical Statistics]]></source>
<year>1947</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>50-60</page-range><publisher-loc><![CDATA[[s. l.] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MENEZES]]></surname>
<given-names><![CDATA[M. L. N.]]></given-names>
</name>
</person-group>
<source><![CDATA[A construção de um instrumento para avaliação do desenvolvimento da linguagem: idealização, estudo piloto para padronização e validação.]]></source>
<year>2003</year>
<publisher-loc><![CDATA[Rio de Janeiro, ]]></publisher-loc>
<publisher-name><![CDATA[Instituto Fernandes Figueira, Fundação Oswaldo Cruz]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MÜLLER]]></surname>
<given-names><![CDATA[K. F.]]></given-names>
</name>
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[D. R. P.]]></given-names>
</name>
<name>
<surname><![CDATA[SCHMIDT]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Caregiver implemented dialogic reading: impact on children with and without autism in Brazil.]]></article-title>
<source><![CDATA[International Journal of Special Education]]></source>
<year>2023</year>
<volume>38</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>47-57</page-range><publisher-loc><![CDATA[[s. l.] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of dialogic reading on the vocabulary knowledge of preschoolers with autism spectrum disorder.]]></article-title>
<source><![CDATA[International Journal of Disability, Development and Education]]></source>
<year>2021</year>
<volume>69</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>282-301</page-range><publisher-loc><![CDATA[[s. l.] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[L. R. D. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Técnicas e procedimentos de autoscopia na formação inicial e continuada do professor reflexivo: revisão descritiva da literatura]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[L. R. D. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Autoscopia: uma ação reflexiva sobre a prática docente]]></source>
<year>2020</year>
<page-range>15-43</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[EdUerj]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[RIESGO]]></surname>
<given-names><![CDATA[R. S.]]></given-names>
</name>
<name>
<surname><![CDATA[WAGNER]]></surname>
<given-names><![CDATA[M. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Childhood autism: translation and validation of the Childhood Autism Rating Scale for use in Brazil]]></article-title>
<source><![CDATA[Jornal de Pediatria]]></source>
<year>2008</year>
<volume>84</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>487-94</page-range><publisher-loc><![CDATA[[Rio de Janeiro] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[QUEIROZ]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dialogic reading: effects on independent verbal responses, verbal and non-verbal initiations, and engagement of children with autism spectrum disorder.]]></article-title>
<source><![CDATA[International Journal of Psychology and Psychological Therapy]]></source>
<year>2020</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<publisher-loc><![CDATA[[s. l.] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[REY]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[NEUHÄUSER]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Wilcoxon-Signed-Rank test.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[LOVRIC]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[International Encyclopedia of Statistical Science.]]></source>
<year>2011</year>
<page-range>1658-9</page-range><publisher-loc><![CDATA[Berlin ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SADALLA]]></surname>
<given-names><![CDATA[A. M. F. A.]]></given-names>
</name>
<name>
<surname><![CDATA[LAROCCA]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[utoscopia: um procedimento de pesquisa e de formação.]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year>2004</year>
<volume>30</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>419-33</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHOPLER]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[REICHLER]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[RENNER]]></surname>
<given-names><![CDATA[B. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Childhood Autism Rating Scale (CARS).]]></source>
<year>1988</year>
<edition>10</edition>
<publisher-loc><![CDATA[Los Angeles ]]></publisher-loc>
<publisher-name><![CDATA[Western Psychological Services]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHWANENFLUGEL]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Why are abstract concepts hard to understand?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[SCHWANENFLUGEL]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[The psychology of word meanings.]]></source>
<year>1991</year>
<page-range>223-49</page-range><publisher-loc><![CDATA[Hillsdale ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[S. P. N.]]></given-names>
</name>
<name>
<surname><![CDATA[WALTER]]></surname>
<given-names><![CDATA[C. C. F.]]></given-names>
</name>
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[L. R. O. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação dos efeitos de um programa de leitura e comunicação para crianças com autismo.]]></article-title>
<source><![CDATA[Revista Educação Especial]]></source>
<year>2019</year>
<volume>32</volume>
<page-range>1-22</page-range><publisher-loc><![CDATA[Santa Maria, RS ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WALTER]]></surname>
<given-names><![CDATA[E. C.]]></given-names>
</name>
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[D. R. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação da eficácia de um programa de compreensão da leitura oral dialógica por criança com autismo.]]></article-title>
<source><![CDATA[ETD: Educação Temática Digital]]></source>
<year>2020</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>27-49</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WHALON]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[DELANO]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[HANLINE]]></surname>
<given-names><![CDATA[M. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A rationale and strategy for adapting dialogic reading for children with autism spectrum disorder: Recall.]]></article-title>
<source><![CDATA[Preventing School Failure]]></source>
<year>2013</year>
<volume>57</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>93-101</page-range><publisher-loc><![CDATA[[s. l.] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WHALON]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The impact of reading to engage children with autism in language and learning (Recall).]]></article-title>
<source><![CDATA[Topics in Early Childhood Special Education]]></source>
<year>2015</year>
<volume>35</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>102-15</page-range><publisher-loc><![CDATA[[s. l.] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WHALON]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[HANLINE]]></surname>
<given-names><![CDATA[M. F.]]></given-names>
</name>
<name>
<surname><![CDATA[DAVIS]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Parent implementation of Recall: a systematic case study.]]></article-title>
<source><![CDATA[Education and Training in Autism and Developmental Disabilities]]></source>
<year>2016</year>
<volume>51</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>211-20</page-range><publisher-loc><![CDATA[[s. l.] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WHITEHURST]]></surname>
<given-names><![CDATA[G. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Accelerating language development through picture-book reading.]]></article-title>
<source><![CDATA[Developmental Psychology]]></source>
<year>1988</year>
<volume>24</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>552-8</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
