The use of both shared and guided reading is an important part of developing a child’s literacy in early childhood, they both allow the students to interact and be involved in the reading process, however they do have some fundamental differences in structure and classroom use.
Shared reading for example is when either a small group of students or sometimes a whole class sits in with the teacher using a large text. The structure of a shared reading lesson involves multiple readings; the first for enjoyment and by the teacher. The experienced reader will read the whole text to the students ensuring to point to each word as they speak it. The teacher must use expression and emphasis where necessary in order to show the children how it’s read, …show more content…
It first allows students to enjoy a range of texts that they may not be able to comprehend on their own as well as allowing these children to feel successful because they are assisting in the reading. It also helps students to understand the concept that written text and oral language have a relationship and are connected. Shared reading is a valuable exercise for helping students grasp the concept of prediction and conventions, however it does not always cater for the individual needs of students and is often less useful in creating a deeper understanding of the text concepts and reading …show more content…
It involves a small group of children with similar literacy ability and instructional needs. The structure of a guided reading exercise is separated into three main sections; before, during and after reading. In a guided reading lesson it’s important to ‘tune’ the children into the text before the book is introduced, this could involve asking questions relevant to the topic of the book and allowing the children to discuss and share their ideas with the group. The teacher must then introduce the book and start with a focus on the title and guiding the students through the text as a group, making sure that the students are asked open ended questions as they are guided through. The students are then given the opportunity to read the story individually and are generally asked to look for answers to questions during reading, the teacher is able to prompt them if they lose meaning. After reading the teacher guides the students in a discussion relating to the text and the specific learning goal of the lesson. The session is concluded by a related follow up activity and some form of assessment.
Guided reading has many benefits as it allows for a more individualised learning experience. It allows the students to interact in a scaffolded environment and discuss aspects of the text and help each other create a deeper meaning to the text. It also gives the teacher time to teach the students reading strategies for their level of ability
Shared reading for example is when either a small group of students or sometimes a whole class sits in with the teacher using a large text. The structure of a shared reading lesson involves multiple readings; the first for enjoyment and by the teacher. The experienced reader will read the whole text to the students ensuring to point to each word as they speak it. The teacher must use expression and emphasis where necessary in order to show the children how it’s read, …show more content…
It first allows students to enjoy a range of texts that they may not be able to comprehend on their own as well as allowing these children to feel successful because they are assisting in the reading. It also helps students to understand the concept that written text and oral language have a relationship and are connected. Shared reading is a valuable exercise for helping students grasp the concept of prediction and conventions, however it does not always cater for the individual needs of students and is often less useful in creating a deeper understanding of the text concepts and reading …show more content…
It involves a small group of children with similar literacy ability and instructional needs. The structure of a guided reading exercise is separated into three main sections; before, during and after reading. In a guided reading lesson it’s important to ‘tune’ the children into the text before the book is introduced, this could involve asking questions relevant to the topic of the book and allowing the children to discuss and share their ideas with the group. The teacher must then introduce the book and start with a focus on the title and guiding the students through the text as a group, making sure that the students are asked open ended questions as they are guided through. The students are then given the opportunity to read the story individually and are generally asked to look for answers to questions during reading, the teacher is able to prompt them if they lose meaning. After reading the teacher guides the students in a discussion relating to the text and the specific learning goal of the lesson. The session is concluded by a related follow up activity and some form of assessment.
Guided reading has many benefits as it allows for a more individualised learning experience. It allows the students to interact in a scaffolded environment and discuss aspects of the text and help each other create a deeper meaning to the text. It also gives the teacher time to teach the students reading strategies for their level of ability