Original Research/StudyA Comparison of Dialogic Reading, Modeling, and Dialogic Reading Plus ModelingCoogle, Christan Grygas PhD; Parsons, Allison Ward PhD; La Croix, Leslie PhD; Ottley, Jennifer R. PhDAuthor Information Division of Child, Family, and Community Engagement (Drs Coogle and La Croix) and Division of Elementary, Literacy, and Secondary Education (Dr Parsons), College of Education and Human Development, George Mason University, Fairfax, Virginia; and Department of Teacher Education, Ohio University, Athens, Ohio (Dr Ottley). Correspondence: Christan Grygas Coogle, PhD, Division of Child, Family, and Community Engagement, College of Education and Human Development, George Mason University, 4400 University Dr, Fairfax, VA 22030 (firstname.lastname@example.org). The authors declare no conflict of interest. Infants & Young Children: April/June 2020 - Volume 33 - Issue 2 - p 119-131 doi: 10.1097/IYC.0000000000000162 Buy Metrics 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. © 2020 Wolters Kluwer Health, Inc. All rights reserved.