shared reading - Reading Matters

SHARED READING
What is shared reading?
The teacher reads a Big Book with the children and then teaches skills in context. The print in the Big Book
must be big enough for all the children to see each word clearly. The teacher points to each word as she
reads but keeps to the natural pace of the story. Children are encouraged to join in with the reading once they
know the words. Shared reading is an important step in developing reading skills because it is a bridge
between reading aloud to children and independent reading by the children. Shared reading with the children
allows them to take over the task of reading gradually at their own pace.
Why is shared reading suitable for English first additional language
learners?
Shared reading has been found to be very valuable in teaching children who speak English as a second
language. Research shows that, in less than a year, children are reading with greater comprehension, know
more sight words, and are better able to repeat simple English structures orally. The new language is learned in
a situation where motivation is high. (Early Literacy in the Classroom, Helen Depree and Sandra Iversen, 1994).
How does shared reading help to develop literacy?
There is evidence that shared reading develops positive feelings towards stories. Book experiences take
place in a relaxed, secure situation because
◆ children read at their own pace and join in when they want to, thus developing confidence in the reading
process
◆ it focuses on meaning and fun
◆ rich language can be used even for beginner readers
◆ the books support early reading with rhyme, rhythm and repetition
◆ reading strategies such as predicting, checking, confirming and self-correcting at the level of letter, word
and sentence are taught in context
◆ it extends knowledge of phonics, sight words and vocabulary words

◆
◆
it develops concepts of print such as directionality, punctuation, use of bold
type etc.
it helps teachers cope with a range of reading abilities as less able readers are
supported.
What books are suitable for shared reading?
Shared reading books should be produced in Big Book format and should have
◆ print that is big enough to be shared with the whole class
◆ clear illustrations that support the text
◆ a strong storyline that engages the children
◆ interesting events that encourage prediction about what could happen next
◆ use of natural flowing language that encourages joining in through rhyme,
repetition and rhythm.
How do you give a shared reading lesson?
1. Set the scene
Make shared reading enjoyable by gathering the children around you so that
they can all see the text. Ensure that you can read the book comfortably by
using an easel or balancing the book against the board. You will need to point
to the words as you read so have a pointer ready. Talk about the words and
pictures on the cover. Ask questions to link with what the children already know
and to make them want to find out what is in the book. Keep this part of the
lesson very brief.
2. Read the story
Read the text with the children. Point to each word but do not make the pace
slow. Make the story as interesting and exciting as you can. Encourage
prediction. Remember to give the children the best model of the way a
proficient reader reads. Reading for meaning is the main purpose.
3. Re-read the text with the children joining in
This time give the children as many opportunities to join in as possible.
4. After reading, have the children
• recall events in sequence
• wonder about why things happened
• observe things that interest them in the illustrations
• connect the events to their own lives.
Shared reading
has been found
to be very
valuable in
teaching
children who
speak English
as a second
language.
(Early Literacy in the
Classroom, Helen Depree
and Sandra Iversen, 1994)
How do you teach reading skills using shared reading?
Shared reading allows a variety of skills to be taught in the context of the story in
the Big Book. In the Foundation Phase you can teach
• high-frequency words
• new vocabulary words
• phonics such as initial letters, word families, letter clusters etc.
• concepts of print such as directionality, punctuation, bold print etc.
• language structures such as tenses, prepositions, adjectives etc.
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