The shared reading model was developed by Holdaway (1979). It builds from the research that indicates that storybook reading is a critically important factor in young children's reading development (Wells, 1986). The storybook reading done by parents in a home setting is particularly effective (Strickland & Taylor, 1989). However, in school, in most cases, a teacher reads to a group of children rather than to a single child. The shared reading model allows a group of children to experience many of the benefits that are part of storybook reading done for one or two children at home (Ferreiro & Teberosky, 1982; Schickendanz, 1978).
The shared reading model often uses oversized books (referred to as big books) with enlarged print and illustrations. As the teacher reads the book aloud, all of the children who are being read to can see and appreciate the print and illustrations.
Repeated Readings
In the shared reading model there are multiple readings of the books over several days. Throughout, children are actively involved in the reading (Yaden, 1988). The teacher may pause in the reading and ask for predictions as to what will happen next. Because many of the books include predictable text, the children often chime in with a word or phrase. Groups of children or individual children might volunteer or be invited to read parts of the story. Through repeated readings and the predictable text, children become familiar with word forms and begin to recognize words and phrases (Bridge, Winograd, & Haley, 1983; Pikulski & Kellner, 1992).
Purposes for Rereading
The repeated readings of the same story serve various purposes. The first reading is for enjoyment; the second may focus on building and extending comprehension of the selection; a third might focus attention on the interesting language and vocabulary; a fourth might focus on decoding, using the words in the selection as a starting point for teaching word identification skills (Yaden, 1989).
Benefits of Shared Reading:
Rich, authentic, interesting literature can be used, even in the earliest phases of a reading program, with children whose word-identification skills would not otherwise allow them access to this quality literature.
Each reading of a selection provides opportunities for the teacher to model reading for the children.
Opportunities for concept and language expansion exist that would not be possible if instruction relied only on selections that students could read independently.
Awareness of the functions of print, familiarity with language patterns, and word-recognition skills grow as children interact several times with the same selection.
Individual needs of students can be more adequately met. Accelerated readers are challenged by the interesting, natural language of selections. Because of the support offered by the teacher, students who are more slowly acquiring reading skills experience success.
Initial reading (done by teacher) follows this pattern: Gather children in an area close to the book. The book must be easily seen by the children.
Introduce book (share theme, examine title, cover, illustrations, etc. make predictions)
-Excite student's imagination and relate prior experience to text
-Concentrate on enjoying the text as a whole (Read with few stops)
-Encourage students to use background knowledge to make predictions
-Encourage spontaneous participation in the reading of the story
-Discuss personal responses to the book
-Be positive in accepting/encouraging children's responses
Teacher is almost entirely responsible for the reading of the text.
Close Reading- (Subsequent readings)
Direct children's attention to various aspects of the text, and reading strategies, and skills. Many of the strategies needed for independent reading can be taught during shared reading, especially when shared reading takes place with a small group versus the whole class.
Identify vocabulary, ideas and facts, discuss author's style, skill, and viewpoint. Remember to focus on the enjoyment of the story. Try not to draw attention away from the story with too many teaching points or too much attention to detail.
Experiment with intonation and expression, discuss colorful phrases or words.
Attend to teaching points as they arise.
The children's contributions may range from reading in their heads or mouthing some of the words to more complete renderings which may include a number of approximations. Techniques for children participation could include:
-choral reading
-oral cloze (where the teacher pauses or drops his/her voice out of a choral reading)
-dramatization
-recording children reading the text
-masking activities
-word work such as "Be the Words" or sorting the words
Help children become familiar with texts so they can use the book independently for writing and reading.
The benefits of Shared Reading can be extended when teachers and children choose to make their own "big book" in response to a story or text. This provides a way for the teacher to model how author's ideas can be revisited and related to one's own experiences.
Classroom Activities
*Alphabet Frame
Students having learned about a topic begin recall and list words that reflect their understanding. For example students studying bears might decide that den, honey, furry, and hibernate are key concept words. They might write:
D is for bears. Why? Becaise bears live in dens.
H is for bears. Why? Because bears love to eat honey.
F is for bears. Why? Because bears are furry.
The students can illustrate their sentences.
Dr. Seuss Library - Each school has received a collection of Dr. Seuss stories on CD-ROM. This site provides ideas and tips for using this software in the classroom
Resources
Tools and Materials for a Shared Reading Tool Box
The Art of Storytelling. This ThinkQuest entry provides students with information about storytelling. It includes several folktales, along with tips for reading the story aloud.
eStories at weRead.com. From this page select eStories. This site contains a small selection of online stories. Stories are animated and include some sound.
Shared Reading Lesson Plans from Sunshine Online's Literacy Hour.
This site provides activities and resources to support teachers in teaching literacy skills. The site highlights several stories and gives lesson examples and activities.
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