Shared Book Reading

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."

Sample of Sources Used:

• Bailey, Tim. "Shared reading in the upper grades? You bet! Whole-class shared reading of novels minimizes fear and maximizes motivation and learning.", Instructor (1990), March 1, 2003.
• Beverly, Brenda L.. "Preschool word learning during joint book reading: effect of adult questions and comments.", Communication Disorders Quarterly, September 22, 2004.
• Collins, Michelle. "Young children's reading strategies.", Australian Journal of Language and Literacy, February 1, 1998.
• Ford, M. P., & Opitz, M. F. (2002). Using Centers to Engage Children during Guided Reading Time: Intensifying Learning Experiences Away from the Teacher When a Teacher Works with a Small Group, Other Students Need Independent Activities That Help Them Learn and Practice Reading and Writing. The Reading Teacher, 55(8), 710+.
• Katz, Lilian G. (1996). "Should Preschoolers Learn the Three R's?" Parents Magazine (October 1990). The Columbia World of Quotations. New York. Retrieved 23 April 2007 from: Columbia University Press, http://www.bartleby.com/66/97/32097.html.

More papers on Shared Book Reading:

• Essay # 137860 : "Reading of the Book of "Acts of the Apostles"
• Persuasive Essay # 92535 : "The Importance of Literacy"
• Book Review # 112418 : "'Bordering Fires'"

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