"Being able to foster in students an interest in and a love of reading will support almost every other educational aim we have" (Himmele, p.83).
What is Shared Reading?
Shared Reading is a whole class or small group experience in which all students share and engage in one text. This one text should have all of the student's attention and strategies are introduced using only this one text. Shared Reading is used to help children develop concepts of print and literacy. "P. Himmele, ERCH 422 Presentation."
When most teachers are asked "What is shared reading?" the most common answer is "a read-aloud." This is not true! In order to truly be Shared Reading, it most include these key elements.
- It must be a text in which all students can see and engage in.
- It should be one text.
- The text should have the attention of all.
- Should be done with whole class or small group.
So why is shared reading such an improvement from other reading strategies?
"Research has found that Shared Reading has a greater achievement in reading growth including word analysis, vocabulary acquisition, word recognition, reading fluency, and reading comprehension" (Himmele, p.16).
"But more often than not, the opposite of what is intended occurs. Fluency suffers, comprehension suffers, and students do not typically follow along with the text being read (Fair & Combs, 2011)". (Himmele, p.8)
"But more often than not, the opposite of what is intended occurs. Fluency suffers, comprehension suffers, and students do not typically follow along with the text being read (Fair & Combs, 2011)". (Himmele, p.8)
Popular reading strategies such as a Read-Aloud or Round Robin Reading can do more harm than good when trying to develop concepts of literacy. When a teacher is reading a book aloud, often times students are not engaged in the readings. Being engaged includes looking at the text, following along, and comprehending what is being read. With this, Round Robin Reading is another popular yet harmful strategy still being used today. Round Robin Reading creates unwanted feelings of anxiety among students. Although they are reading what is in front of them, the unwanted feelings that come with it can make it hard to comprehend the readings. Additionally, it can deter students from wanting to read both aloud and independently. Here are some common themes that emerged from Round Robin Reading
1. Attempts to count ahead.
2. Feeling like a "bad reader."
3. Bullying, embarrassment, or loss of status.
4. Emotional stress that manifests physically.
5. Anxiety-induced confusion.
(Himmele, p.10)
There are many reasons teachers use Shared Reading rather than a Read-Aloud or Round Robin Reading other than its' effectiveness. Shared Reading is a great guide when starting to learn concepts of print, fluency, new vocabulary, phonemes, and much more. Students have a guide (their teacher) to show and work through these concepts. Shared Reading also allows students to build sight word knowledge.
1. Attempts to count ahead.
2. Feeling like a "bad reader."
3. Bullying, embarrassment, or loss of status.
4. Emotional stress that manifests physically.
5. Anxiety-induced confusion.
(Himmele, p.10)
There are many reasons teachers use Shared Reading rather than a Read-Aloud or Round Robin Reading other than its' effectiveness. Shared Reading is a great guide when starting to learn concepts of print, fluency, new vocabulary, phonemes, and much more. Students have a guide (their teacher) to show and work through these concepts. Shared Reading also allows students to build sight word knowledge.
What can Shared Reading look like?
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Shared Read can look like a multitude of different activities. The most common tool used in Shared Reading is a book. It is important to remember that the book should be large enough for all students to follow along. Using your finger or a pointer is an important aspect of Shared Reading. Not only does this help teach students text directionality, but it also helps build sight word knowledge! Students can even use their own pointer finger to follow along! This can be seen in the image below. While a book is a great tool to use, Shared Reading can get even more creative!
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Shared Reading can be done at home! In the picture above, the family is participating is Shared Reading!
Have you heard of the terms below?
1. Choral Reading 2. Fill In The Blank 3. Read The Room 4. Stretch The Word 5. Sing it 6. Echo Read These are all different types of Shared Reading activities! In the image to the left, the small group can be seen doing any one of the Shared Reading strategies. For example, Choral Reading is a small group activity in which all students read in unison under the teachers' directive. This can relieve the stress of reading TO classmates. Choral reading also allows students to be collaborative and learn from each other as well as the teacher. |
Ever hear of Echo Reading? Echo Reading is a great shared reading strategy. When doing Echo Reading it is important to distinguish what will be read. A page? A sentence? A paragraph? After that is distinguished, explain what is expected. When Echo Reading, the teacher will read first then will be followed by the class. This continues back and forth until the book or text is finished. Echo Reading can be a confidence builder. Not only does it allow students to feel fluent in their reading, but it also creates a stress-free experience by not putting pressure on the students to read new text aloud. Echo Reading also allows the teacher to model good reading to the students. Such as text directionality, expression, book orientation, and much more. The video below is an amazing example of how to use this at home or in the classroom. WHILE WATCHING 1. Notice the size of the book and the use of the teacher's pointer finger! 2. Notice the connection she makes to new vocabulary, the redirection she uses when needed, the encouragement she gives, and how she stops to ask questions to solidify the students' engagement! 3. Notice how the strategy does not change but becomes more advanced! |
Starting Early
Can you believe these Kindergarteners are reading? This teacher is doing a mix of different Shared Reading strategies. Can you guess which ones? She is using both Sing It and Echo Reading to not only teach her students new words but to also teacher them their and their peers names! Notice how she first gets them engaged in the activity? Allowing the students to engage in a hands-on approach? After she sings the poem first, following along with her pointer, she then has the students repeat back to her. What is most intriguing about this video is that the teacher includes an early concept of phonemes and phonics. For example, when the teacher said "What is the first letter of Sophie?" and then continued to make the /s/ sound, she was aiding her students in phonemic awareness and phonics. This is an essential part in learning to read because phonemes are the individual sounds in a word, the letters those sounds produce (phonics) make up a word, and when children understand the connection between phonemes and phonics, they are able to read.
WHILE WATCHING
1. Notice the size of the text and the use of the teacher's pointer!
2. Notice the connection she makes to names, the redirection she uses when needed, the encouragement she gives, the correlation she makes between beginning letters and vocabulary how she sounds out letter sounds, and how she stops to ask questions to solidify the students' engagement!
3. Notice the teachers use of phonemes and phonics!
WHILE WATCHING
1. Notice the size of the text and the use of the teacher's pointer!
2. Notice the connection she makes to names, the redirection she uses when needed, the encouragement she gives, the correlation she makes between beginning letters and vocabulary how she sounds out letter sounds, and how she stops to ask questions to solidify the students' engagement!
3. Notice the teachers use of phonemes and phonics!
Work Cited
Pictures:
https://image2.slideserve.com/3919757/round-robin-reading-l.jpg
interactive-readaloud-k-3-with-reading-teachers-input-3-638.jpg (638×479) (slidesharecdn.com)
https://th.bing.com/th/id/OIP.p865hApF2zTMlGm-cezh1gHaGN?rs=1&pid=ImgDetMain
https://th.bing.com/th/id/R.45cf726a7ee9cd005214d11b165ee744?rik=TE%2bioET5HqqFhg&riu=http%3a%2f%2fimage.slidesharecdn.com%2fchoralreading-120114165351-phpapp02%2f95%2fchoral-reading-2-728.jpg%3fcb%3d1326560108&ehk=9u5lLWAobWSNi0GNfqBWin2yY4LSR%2blHQ8EbXfV6820%3d&risl=&pid=ImgRaw&r=0
https://th.bing.com/th/id/R.76f7f3c69b5aa1ddbd893f63518c60d0?rik=hMjracY6tVM8cg&riu=http%3a%2f%2fspedellreadingstrategies.weebly.com%2fuploads%2f3%2f8%2f4%2f9%2f38491683%2f7625714_orig.jpg&ehk=YMDCJAB2xuoE%2bcCqQMLAEcVEj1VKAXlH%2fBMAyHfn2dw%3d&risl=&pid=ImgRaw&r=0
https://myspecialedventures.com/wp-content/uploads/2021/07/concepts-about-print-definition-683x1024.jpg
https://i.pinimg.com/originals/26/40/ba/2640ba3ab0e9748f0f689cb234cbf77b.png
https://th.bing.com/th/id/R.bdbea3d027dfc022499d8eee104a116e?rik=swe8BWpwZKJYzQ&riu=http%3a%2f%2f3.bp.blogspot.com%2f-2FPKaFgpIYo%2fTZiC_lJOz6I%2fAAAAAAAAAN0%2fFxiqoYbKGkw%2fs1600%2fDSCF0736.JPG&ehk=YcfJTDDOstOTb7oxgF91mmuhj4Q4%2bVF8%2f4dtbTRm8ug%3d&risl=&pid=ImgRaw&r=0
https://th.bing.com/th/id/OIP.CgsRaq30Yf1mTHjrHbR_IAHaFj?rs=1&pid=ImgDetMain
https://th.bing.com/th/id/R.e1f30254b0f00a1c8ce30fdc4fad2b04?rik=zvFqpa1ZcrvNKg&riu=http%3a%2f%2f2.bp.blogspot.com%2f-W7APlviGeSs%2fUF0O8n_4YxI%2fAAAAAAAAEc4%2fR4Tt4H1e_5c%2fs1600%2fSlide1.jpg&ehk=iSa65qNkt1RaTQMwXow5r8D2Agi3cF20OVpwAx1NzoQ%3d&risl=&pid=ImgRaw&r=0
Articles:
Himmele, P., & Himmele, W. (2021). Why are we still doing that?: Positive alternatives to problematic teaching practices. Arlington, Virginia: ASCD.
Shanahan, Timothy, and Naperville Il North Central Regional Educational Lab. The National Reading Panel Report. Practical Advice for Teachers. Naperville, IL , Learning Point Associates/North Central Regional Educational Laboratory, E Diehl Rd., Suite 220, Naperville, Il 3. Tel: 630-649-; 800-356-; Fax: 630-649-; Web Site: Http://Www.Ncrel.org/ -00-00, 2005.
https://image2.slideserve.com/3919757/round-robin-reading-l.jpg
interactive-readaloud-k-3-with-reading-teachers-input-3-638.jpg (638×479) (slidesharecdn.com)
https://th.bing.com/th/id/OIP.p865hApF2zTMlGm-cezh1gHaGN?rs=1&pid=ImgDetMain
https://th.bing.com/th/id/R.45cf726a7ee9cd005214d11b165ee744?rik=TE%2bioET5HqqFhg&riu=http%3a%2f%2fimage.slidesharecdn.com%2fchoralreading-120114165351-phpapp02%2f95%2fchoral-reading-2-728.jpg%3fcb%3d1326560108&ehk=9u5lLWAobWSNi0GNfqBWin2yY4LSR%2blHQ8EbXfV6820%3d&risl=&pid=ImgRaw&r=0
https://th.bing.com/th/id/R.76f7f3c69b5aa1ddbd893f63518c60d0?rik=hMjracY6tVM8cg&riu=http%3a%2f%2fspedellreadingstrategies.weebly.com%2fuploads%2f3%2f8%2f4%2f9%2f38491683%2f7625714_orig.jpg&ehk=YMDCJAB2xuoE%2bcCqQMLAEcVEj1VKAXlH%2fBMAyHfn2dw%3d&risl=&pid=ImgRaw&r=0
https://myspecialedventures.com/wp-content/uploads/2021/07/concepts-about-print-definition-683x1024.jpg
https://i.pinimg.com/originals/26/40/ba/2640ba3ab0e9748f0f689cb234cbf77b.png
https://th.bing.com/th/id/R.bdbea3d027dfc022499d8eee104a116e?rik=swe8BWpwZKJYzQ&riu=http%3a%2f%2f3.bp.blogspot.com%2f-2FPKaFgpIYo%2fTZiC_lJOz6I%2fAAAAAAAAAN0%2fFxiqoYbKGkw%2fs1600%2fDSCF0736.JPG&ehk=YcfJTDDOstOTb7oxgF91mmuhj4Q4%2bVF8%2f4dtbTRm8ug%3d&risl=&pid=ImgRaw&r=0
https://th.bing.com/th/id/OIP.CgsRaq30Yf1mTHjrHbR_IAHaFj?rs=1&pid=ImgDetMain
https://th.bing.com/th/id/R.e1f30254b0f00a1c8ce30fdc4fad2b04?rik=zvFqpa1ZcrvNKg&riu=http%3a%2f%2f2.bp.blogspot.com%2f-W7APlviGeSs%2fUF0O8n_4YxI%2fAAAAAAAAEc4%2fR4Tt4H1e_5c%2fs1600%2fSlide1.jpg&ehk=iSa65qNkt1RaTQMwXow5r8D2Agi3cF20OVpwAx1NzoQ%3d&risl=&pid=ImgRaw&r=0
Articles:
Himmele, P., & Himmele, W. (2021). Why are we still doing that?: Positive alternatives to problematic teaching practices. Arlington, Virginia: ASCD.
Shanahan, Timothy, and Naperville Il North Central Regional Educational Lab. The National Reading Panel Report. Practical Advice for Teachers. Naperville, IL , Learning Point Associates/North Central Regional Educational Laboratory, E Diehl Rd., Suite 220, Naperville, Il 3. Tel: 630-649-; 800-356-; Fax: 630-649-; Web Site: Http://Www.Ncrel.org/ -00-00, 2005.