Shared Reading with Beginner Readers
 Shared reading is part of the rich reading curriculum, which also includes reading aloud to children, guided reading with small groups and independent reading. Each has a specific role within the overall picture but all contribute to ensuring that children develop as independent and enthusiastic readers.
This paper considers how teachers and practitioners can most effectively use Shared reading in the light of the Rose Report recommendation that phonics be used as the first strategy for reading unknown words during the early stages of reading, typically in Year R and Year 1.
Definition
Shared reading is where the practitioner or teacher works with the children to model fluent, expressive reading, the use of effective reading strategies and to encourage response to texts. It can be a vehicle for both teaching children to read (decode) and for teaching children about reading, including comprehension.
Shared reading enables children to access and enjoy rich, authentic texts that are slightly beyond their independent reading level. Sessions are generally planned in a sequence and involve re-reading for different purposes, with children using their developing skills and understanding as they become more familiar with the text.
Resources used for shared reading include fiction, poetry and non-fiction texts. The text is enlarged to enable all children to see as well as to hear the text. Traditionally, big books have been the main source of material, but increasingly the range has been extended to include posters, class-made books and information and communication technology texts, using an interactive white board.
Improving Reading: Shared Reading with Beginner Readers
|
