This paper explores whether shared book reading helps young children learn to read.
Written in 2007; 3,009 words; 11 sources; MLA; $ 88.95
Paper Summary:
The paper researches current literature on the topic of shared book reading. The paper presents practical strategies and solutions, as it attempts to effectively address the reading issue in the context of a real classroom for preschool through sixth grade. The paper arrives at the conclusion that shared book reading does help children read, but notes that a child's confidence level, physical factors and other emotional factors could negate the advantages involved. The paper has a large amount of resource material appended to the paper.
Outline:
The Problem
Shared Book Reading
Learning to Read and Reading to Learn
A Dynamic Technique?
Conclusion
Real Classroom Concerns
From the Paper:
"Shared book reading refers to the process, as well as to the situation of sitting down to share a book. Applicable to home or school settings, shared book reading denotes any period of time when a child or group of children sits down with a literate person (generally a parent, family member or teacher) to share the reading of a book or story. This scenario includes:
- Literate person reads to the child or group of children;
- Child/children take turns reading from the book or story with the adult;
- Child reads the book to the adult.
At one point in the past, the practice of joint storybook reading, as well as its effects on subsequent reading achievement was highly acclaimed. By 2000, however, tension in the field regarding this practice escalated and constituted a primary research for a decade. Questions regarding it genuine efficacy for later literacy achievement arose."
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