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Claire Coulter S00160202 EDLA264

ASSESSMENT TASK 2: SHARED READING


Theoretical rationale for the strategy (why teachers do it)
Focus on teaching the reading strategies: one to one
correspondence, an aspect of phonics, reading direct speech,
concepts of print and conventions (Seely Flint et al, 2014)
Group sharing of an enjoyable text creates community reading
culture (Seely Flint et al, 2014)
Children can join in after a number of readings, increased
fluency and confidence (Seely Flint et al, 2014)
Children see the reading process in action (Seely Flint et al,
2014)
Helps with understanding alphabet principle and nature of
written language (Seely Flint et al, 2014)
Teachers can embed various teaching foci (Seely Flint et al,
2014)
Opportunities on developing fluency across word identification
are used through enlarged texts (Gill, 2011)
Don Holdaway (1979) labeled shared reading as a way to
imitate reading of their parents
Shared reading is only one teaching model, which is
documented as important to include in effective reading
programs (p. 113).
Shared reading, used strategically as part of the literacy
programme, enables teachers to more effectively meet their
students diverse needs, says Jill Ritchie, literacy consultant
for Learning Media. (Ministry of education, 2010).
In order for children to become independent, fluent readers
students need to build skills, knowledge and attitudes of
reading. Teachers are the role model of reading fluently and
expressively as well as constructing meaning from texts
(Ministry of education, 2010).
What the strategy involves
Students and teachers share the responsibility in reading the
large text with children joining in during key points (Seely Flint
et al, 2014)
Teaching procedures allow for greater interaction between
students and the teacher during shared reading (Seely Flint et
al, 2014)
Pre-reading discussion of what the children think the book is
about, book orientation including a picture walk where words
arent read only the pictures are looked at to gauge the
students and help them get an understanding of what the
book will be about, children chime in, children respond to text
after reading about what they thought the key points in the
story were about, anything they didnt understand and
anything they thought needed to be added to improve the
story (Seely Flint et al, 2014)
Claire Coulter S00160202 EDLA264

Re-reading text; point out specific elements such as writing


conventions, where to start reading; cloze; articulate problem
solving strategies (Seely Flint et al, 2014)
Retelling story through role-plays, illustrations and/or orally;
expressing feelings and reactions to text (text to
text/self/world) (Seely Flint et al, 2014)
Most of the reading is done by the teacher and children come
in and out when they know words. Will read both, familiar
and unfamiliar texts to enable all abilities. Will usually be a
key strategy for whole class focus. Can also be used as small
group teaching strategy. (Seely Flint et al, 2014).

Reference list
Braunger, J. & Lewis, J. (2006). Building a knowledge base in
reading.
Newark, Del.: International Reading Association.
Gill, S. & Islam, C. (2011). Shared Reading Goes High-Tech. Read
Teach,
65(3), 224-227. http://dx.doi.org/10.1002/trtr.01028
Holdaway, D. (1979). The foundations of literacy. Sydney:
Ashton Scholastic
Ministry of Education (2010). The Literacy Learning Progressions:
Meeting
the Reading and Writing Demands of the Curriculum
Seely Flint A., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in
Australia: Pedagogies for engagement. Milton, Queensland;
John Wiley & Sons Australia Ltd.