Shared Reading Model

The shared reading model was developed by Holdaway (1979). It builds from the research that indicates that storybook reading is a critically important factor in young children's reading development (Wells, 1986). The shared reading model allows a group of children to experience many of the benefits that are part of storybook reading done for one or two children at home (Ferreiro & Teberosky, 1982). The shared reading model often uses oversized books (referred to as big books) with enlarged print and illustrations; as the teacher reads the book aloud, all of the children who are being read to can see and appreciate the print and illustrations (Adams, 1990). In the shared reading model there are multiple readings of the books over several days. Throughout, children are actively involved in the reading (Yaden, 1988). Through repeated readings and the predictable text, children become familiar with word forms and begin to recognize words and phrases (Pikulski & Kellner, 1992). Repeated readings of the same story serve other various purposes. The first reading is for enjoyment; the second may focus on building and extending comprehension of the selection; a third might focus attention on the interesting language and vocabulary; a fourth might focus on decoding, using the words in the selection as a starting point for teaching word identification skills (Yaden, 1989). Guided reading has many of the same components as shared reading. However, it is conducted with a

A comprehensive look into their knowledge, beliefs, preparation and readiness in using this program for reading instruction (founded on a core curriculum that defines the knowledge and skills necessary for effective practice), is vital to improve classroom instruction, which as Moats (1999) wrote, is crucial in preventing reading