The importance of shared reading
Once upon a time, back in 1985, a document titled, “Becoming a Nation of Readers: The Report of the Commission on Reading” was published. The purpose of this document was to review and analyze the wealth of research about reading and the established process of teaching reading. From this report, the authors indicated that “the single most important activity for building the knowledge required for eventual success in reading is reading aloud to children” (National Academy of Education & Anderson, R.C., 1985, p.33). The benefits of reading aloud are most significant when the learner actively participates. Learners are involved with discussing the stories, identifying or learning to identify letters and words, and determining the meaning of words in the text. When exploring the books and interaction between the readers is part of the read-aloud, shared reading occurs.
Most of us have participated in shared reading at some point in our lives. We may have been the reader, hoping to share a love of reading with a student or a child. We have been the learner, finding connections with the people around us or finding connections with a world filled with letters, sounds, and soothing intonation. Many of us had no idea that these shared moments were critical to developing literacy.
Shared reading is an evidence-based practice that supports language and literacy development in emergent readers of any age. There are two main goals of shared reading. The first goal is to increase or maximize the level of engagement between the learner and the reader, and the second goal is to increase engagement throughout the entire reading. This practice helps learners expand their expressive communication and understanding of how their everyday language and vocabulary are related to what they see and hear in books.
As you consider and implement shared reading, remember to reflect on the following questions:
- Are the selected books interesting, accessible, and respectful of age and ability?
- Do I read books with expression and enthusiasm so that even the most reluctant reader is engaged?
- Am I supporting and encouraging all my learners’ communication and interaction methods?
- Do I help my students connect what is in the book to aspects of their unique life experiences?
- Am I encouraging participation with respect for body and brain autonomy?
For more information on shared reading, access the Tar Heel Shared Reader professional development modules at https://www.sharedreader.org/professional-development/
Reference
National Academy of Education & Anderson R. C. (1985). Becoming a nation of readers: The report of the commission on reading. National Academy of Education: National Institute of Education; Center for the Study of Reading.
For more information, contact Lauren Whitlock ([email protected]), Program Specialist, T/TAC at VCU.