As the number of children diagnosed with an autism spectrum disorder (ASD) continues to rise, more children with ASD are accessing early childhood services. Early childhood educators need strategies that benefit a variety of learners served in these settings including those diagnosed with ASD. Shared reading is one routine that is typically used in early childhood settings. This article aims to provide a rationale for adapting an established shared reading intervention (dialogic reading) to enhance language/emergent literacy skills of children with ASD. The proposed shared reading intervention, Reading to Engage Children with Autism in Language and Learning (RECALL), combines dialogic reading and evidence-based strategies shown to support young learners with ASD to specifically target additional skills young children with ASD inherently have difficulty acquiring. (Contains 3 tables.)