Shared reading is an instructional strategy where students join in reading a large text along with a teacher. It allows students to engage with texts that may be too difficult to read independently. The teacher models reading skills and comprehension strategies to help students develop as readers. Shared reading provides students opportunities to gradually take on more responsibility in the reading as their skills and confidence increase.

1. Collected by
Mona El Sayed Abbas
Fatma Mahmoud Eid

2.  Shared Reading is an interactive reading
experience that occurs when students
join in or share the reading of a big book or
other enlarged text while guided and supported
by a teacher or other experienced reader
 In Shared Reading, students participate in
reading, learn critical concepts of how print
works, get the feel of learning and begin to
perceive
themselves as readers (Fountas & Pinnell,
1996).

3.  The shared reading approach is appropriate
when the challenges in a text may make it too
difficult for students to read alone. A group
can share the reading of a text that is
relevant to the topics students are studying
but is too difficult for some students to read
independently. All students will then be able
to participate in group learning activities
based on the information in the text.

4.  Shared reading is a collaborative
learning activity that emulates and
builds from the students experience
with bedtime stories
 With this instructional technique
students have an opportunity to
gradually assume more responsibility
for the reading as their skill level and
confidence increase

5.  Allows students to enjoy materials that they
may not be able to read on their own.
 • Ensures that all students feel successful by
providing support to the entire group.
 • Students act as though they are reading.
 . Helps in teaching frequently used
vocabulary.
 • Encourages prediction in reading.
 • Helps students develop a sense of story and
increases comprehension

6.  Shared reading is a link in helping students become
independent readers. It allows the teacher to model
and support students using prediction and
confirming skills. It allows less confident students the
chance to share stories/articles/poetry in a non-
threatening situation. It focuses on the meaning, fun,
enjoyment, characters and sequence of a story and
allows them to relate it back to their own
experiences. It promotes discussion, problem-solving
and critical thinking by students.
 Shared reading can be done with a small group/large
group/whole class and can be an
article/poem/story/etc. It is a technique that can be
used with any level, age, ability, and curriculum area.

7.  Introduce the story by discussing the title
cover and illustrator
 Ask students to make predictions regarding
what they think the story might be about
 Read the story aloud to the students using
appropriate inflection and tone
 Pause and ask them to make predictions
 Ask brief questions to determine students
comprehension level
 Conclude the reading by reserving time for
reactions and comments

8.  Ask questions about the story and relate the
story to the students similar experiences
 Ask the students to retell the story in their
own words
 Re-read the story and allow time for
independent reading
 Conduct follow-up activities such as making
crafts related to the story

9.  Select a text which has a teaching point that
meets the needs of the students. Ensure that
all students have a copy of the text or are
able to clearly see the text e g overhead
projector transparencies or in an enlarged
book form.
 Discuss with students the topic to find out
prior knowledge.
 State the purpose of the text. Share the
learning intentions and the success criteria
with the students.
 Ask Students to predict the text from the
cover, title, and illustrations.

10.  Teacher reads the text with as few stops as
possible. Encourage students to participate
where appropriate.
 Encourage students to talk about the text and
the language features of the text. Identify and
discuss with students the conventions of
various text forms, discuss meanings in texts
relating them to their own experiences, model
the use of information skills such as retrieving
information from a text.
 It is a key approach in the acquisition of
language/reading attitudes and processes for
non-English speaking background students.

11.  http://www.educationworld.com/a_curr/strategy
/strategy008.shtml#sthash.JUu7ExS9.dpuf

 Learn More About Shared Reading
The following Web links also provide valuable
information about the shared-reading strategy.
 Shared Reading: An Effective Instructional Model
A description of shared reading and its benefits.
 Shared Reading
An explanation of the strategy with an emphasis
on using shared reading with young children

12. Tha
nk
you