Comprehensive Report: Shared Reading in Early Years Education

This report examines the critical role of shared reading in early years education, emphasizing its impact on language and literacy development. It outlines various reading strategies like self-reading, paired reading, and guided reading, highlighting their benefits in fostering student engagement and comprehension. The report delves into the formative stages of becoming an independent reader, from pre-reading to applying multiple perspectives, and stresses the importance of promoting effective group discussions to enhance reading abilities. Furthermore, it addresses the challenges faced by both teachers and students in implementing shared reading, providing recommendations for practical application. The report underscores the significance of shared reading in building confidence, vocabulary, and critical thinking skills in young learners, making it a valuable resource for educators and researchers alike.

EXPLORING THE ROLE OF
SHARED READING IN EARLY
YEARS EDUCATION

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Reading strategies.............................................................................................................1
2. Importance of shared reading in early year's education.....................................................3
2.1 Language & Literacy Development.................................................................................3
TASK 2............................................................................................................................................4
2.2 Formative stages in becoming independent readers.........................................................4
2.3 Promoting of effective discussion....................................................................................5
TASK 3............................................................................................................................................6
3.1 Challenges for shared reading in early year education for teachers.................................6
3.2 Challenges for shared reading in early year education for students.................................8
TASK 4............................................................................................................................................9
4.1 Implication for practice....................................................................................................9
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11

INTRODUCTION
Exploring the roles of shared reading in early years of education plays a crucial role for
educators and students in boosting classroom environment. Shared reading is the concept in
which the educators promote children learning in cognitive environment in order to promote
their social development and engagement. Report will outline reading strategies which can be
used to promote and encourage student’s learning environment. In addition, it will identify
formative stages which help the leader in becoming an independent reader like initial reading,
decoding, fluency and confirmation. The study will be focusing on challenges for shared reading
in early year’s education for teachers and students. However, it will outline the strategies and
benefits of promoting effective group discussion among children to encourage their reading
ability. Thus, it will determine recommendations which can be implied for boosting the reading
to young students.
TASK 1
Shared reading
According to Wohlwend, 2015, shared reading is a concept when students engage
together in classroom learning. In this, the learners share same learning material which helps in
boosting their knowledge and self efficacy. Some teachers are given with copies to students for
shared reading. This reading allows students to clearly identify the text enlarged. According to
James and Prout, eds., 2015, text reading is the best idea for shared reading, because it promotes
individual learning among students.
1.1 Reading strategies
Self-reading- According to Neumann and Neumann, 2014, self-reading is individual’s
self determination to read learning material and books according to their level of understanding.
Self-reading determines the strategies where students never take help of anyone and they
understand all the difficulties of their education and solve them. As per the views of Green,
2017, reading helps to improve student’s own knowledge and developed their personal skills of
understanding difficulties of their study books. According to Gonzalez and et.al., 2014, it has
been discussed that self reading is the concept where students read their learning material
individually. This reading is different form of the shared reading.
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Paired reading- According to Bybee, 2015, paired reading is the concept, where students
read their books in loud voices among in front of educators and classmates. This concept helps
the learners in developing their knowledge of synthesizing and analysing. This reading comprise
lessons, poems, stories etc. However, as per the views of Tompkins and et.al., 2014, Paired
reading is the classroom strategy which helps in improving research based fluency of students.
Further, this strategy is used by educator to improve reading of learners who lacks fluency. In
this reading strategy the educators focuses on pairing two different types of students together. In
this concept more fluent reader is paired with less fluency reader. This helps the teachers in
making students understanding their own strengths and weakness while learning in pairs.
Guided reading- According to Barton, 2017, guided reading is an instructional approach
that involves teacher’s working in small group like school and tuition centre. In this focus of
educator is to provide basic learning material which students can learn and ready with support of
coaching. The author discussed that, it is a problem solving strategy where the ultimate goal for
educator is to make students independent readers. Further, it has been determined that, the text
given in guided reading by educator is based on basic learning material which enables skill full
support to learners.
Repeated reading- According to Luke, 2018, it has been analysed that repeated reading is
the strategy which aims at improving oral reading fluency of students. It is implemented when
the students have developed word reading skills but still holds inadequate reading fluency.
However, repeated reading helps in improving students fluency while continuous reading. In this
the focus of educator is encouraging students learning where the individuals are asked to read
small passages in group. Further, in this strategy the aim of educators is improving reading
fluency of learners by making them read again and again. Apparently, as per the views
of .Falloon and Khoo, 2014, it has been analysed that educators make use of different steps to
encourage fluency in reading among student. In this the focus of teachers is on choosing small
stories of maximum 100 to 200 words, which are summarized by every students according to
their level of understanding Further, the chosen passages are read by learner a loud in front of
class. Hence, it helps in boosting confidence of students which is ultimately helpful in promoting
fluency in reading.
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2. Importance of shared reading in early year's education
 Shared reading plays an important role in classroom learning because it helps in boosting
confidence of learners and helps them in analysing their own strengths and experience.
 In shared reading the individuals are able to compare their performance with one another
which helps in encouraging theory determination to gain fluency over reading (McClure,
and Barr, 2017).
 It helps in generating interest if children in learning and reading books.
 Shared reading at early ages helps in promoting early language development of learners.
 It is important for the educators and family to promote shared reading because it helps in
developing fluency and expression of speech among children from early ages (Chen,
Hand and Norton-Meier, 2017).
 It is an effective strategy of boosting learning of children over vocabulary and
punctuations.
2.1 Language & Literacy Development
Language & literacy development is related to interaction of children with their learning
materials such as, paper, books, crayons etc. However, for adults the interaction is focused on
reading and writing of language. Speech development of learners is related to knowledge, social,
perpetual and cognitive behaviour of students. Development of speech plays an important role in
children learning because, it helps in developing concept of communication among students. It
assists in making child learn about errors and importance of decoding when reading and learning.
Literacy development- According to Luke, 2018, literacy development defines the
interaction of students with their learning material like paper, crayons, books, etc. Literacy of
student is focused on his or her reading and writing skills which aid the students in learning
about different works, speech, sounds, books, poems, stories etc. Apparently. Literacy
development is related to expression of ideas, thoughts, feelings, emotion to other person.
Effective interaction of two persons demonstrate literacy development.
The language development- Development of language is related to understanding ability
of students. However, shared reading is the concept in which the learners are required to listen
and understanding reading of other person. This concept of shared reading is effective for
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language development. Nevertheless, language also plays ad important role on communication
because with the help of language the person is able to effectively communicate and share
meaning information with one another.
TASK 2
2.2 Formative stages in becoming independent readers
Independent learning and reading are the practices which promote student’s self-
determination and motivation. Becoming dependent reader enables sense of achievement among
students because with the help of reading, individuals are able to understanding various concepts
of education (Five Stages of Reading Development, 2017). Formative stages of becoming
independent reader helps in developing understanding over student’s self-efficacy and
individual’s learning abilities.
Stage 0- Pre Reading: At this stage, the child tries to recall and retell images which are
shown in books. The turning of pages by child again and again according own ability of grasping
demonstrate their interest in learning. Further, the retelling concept helps in analyzing student’s
learning and reading abilities at initial level (Roskos, 2017). In this phase of independent
reading, the student gains insight of visual pictorials such as pencil, alphabets, prints, playbook,
images, puzzles, paper, etc. Furthermore, it can be said that it is the phase of reading based on
child encouragement to follow instructions of phonic vocabulary with the help of rhymes,
repetitive phrases, alliteration, etc.
Stage 1- Initial reading and decoding: It is the stage in which students are able to
differentiate between sounds, spoken works, letters and print given in books. In this phase, the
learner is able to read words with high frequency. However, this stage of reading is knowns as
decoding stages in which the students scribbles to controls non-phonetic letter strings according
to own ability of learning (Kucirkova, Littleton and Cremin, 2017). However, stage is focused on
promoting learning of children by teaching them sound knowledge, segmentation, blending of
words and ability to manipulate phonemes.
Stage 2- Fluency and confirmation: It is the stage where the learner becomes familiar to
basic reading like stories, classroom level students, books, etc. It is the development stage where
the learner focuses on grasping fluency over decoding elements and vocabulary. Apparently, in
this phase of independent learning, the students are encouraged to read in loud voice (Gilkerson,
Richards and Topping, 2017). Reading in loud voice helps the learners in understanding own
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ability over fluency, confirmation, decoding and vocabulary. Thus, it is the stage in which the
person is able to understand future reading and learning needs.
Stage 3- Reading to learn new: It is a typical stage of formative independent reading
because in this phase, the learner seeks for new books and material for improving language
process. This improvement by new material helps children in developing understanding over new
things which can be beneficial for group discussion, classroom inclusion plans and to attain
fluency over own ability (Houston, 2014). Further, teaching of comprehension strategies help
students in guiding, explanation, modeling, decoding and applying theories to reading practices.
Stage 4- Applying of multiple perspective and synthesizing information: In this stage,
the students become viable for complex reading. Narrating different concepts and episodes of
material apart from academic researches is the motive which helps the students encourages
independent learning to promote reading (McClure, and Barr, 2017).
Stage 5: Work and societal participation to promote critical reading and learning:
Individual reading can only be improved with social inclusion and participation in different
activities. It is the phase of students’ life where the learners promote reading by learning from
practical sources and situation of personal and professional life.
2.3 Promoting of effective discussion
Promoting effective discussion among students is the best strategy to promote individual
reading ability. Further, Vygotsky promotes social development theory in which author states
that it is important for teachers to promote group discussion in classroom in order to evaluate
individual self-efficacy to resist in environment. Moreover, discussion in learning environment
helps the learners in analyzing their own capability of learning by comparing themselves with
other students (Chen, Hand and Norton-Meier, 2017) Social developing in learning plays a
crucial role because it establishes a positive learning environment.
In accordance with the theory by Vygotsky, it has been denoted that social interactions
and inclusion is the best classroom environment which helps the teacher in boosting self
determination and learning of students. . Further, it helps in establishing positive and competitive
environment where the individuals are able to learn about different things which are needed to be
improved in comparison to others (Mason, 2017). Apart from this, effective group discussion
helps the person in boosting fluency over shared reading and vocabulary. In addition, the motive
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behind group discussion in learning environment is to make learners develop a critical
understanding over different aspects of similar topic.
Social interaction is important for cognitive development of child which is related to
individual knowledge where the person learns about labeling, listing, matching, stating, selecting
and underlining core concept of studies. Understanding knowledge and concept of students
helps educators in promoting complex reading material in easy and précised way (Rowe, Leech
and Cabrera, 2017). In contrast, the cognitive development relates to comprehension in which the
learner is able to paraphrase, describe, explain and summarize different situations.
Comprehension ability of students are encouraged in group discussion where the individuals
needs to present their learning to other students in precised way.
Analysis is another part of social development theory which assists the students in
categorizing, classifying and comparing information in group discussion. Understanding
concepts shared by every person in inclusion helps the students in boosting knowledge and
findings different ways of arguing and sharing own opinions over one given topic. On the other
hand, synthesizing of information is the core part of reading which is developed in students with
the help of group discussion (Falloon and Khoo, 2014). It assists the learners in composing,
creating, formulating and writing analyzed as well as learned information. Individual’s learning
and reading abilities are evaluated from their ability of synthesizing.
Group discussion are the best part of reading and learning environment for children assist
focus on encouraging students in participating in team activities. It helps the children in
demonstrating their learning to educator and students of same class (Swanson, Wanzek and
Hairrell, 2016).
TASK 3
3.1 Challenges for shared reading in early year education for teachers
Shared reading is basically known as the concept of engaging into experience of literacy
that generally occurs at the time when children share their book reading with an adult or a
teacher. The educator is hereby required to exhibit abilities of effective reader that involves
appropriate fluency as well as expression of speech. Usually, books that are used for purpose of
conducting activities related to shared reading are typically enormous and consists of enlarged
pictures as well as text (Chen-Hafteck and Mang, 2018). There are several numbers of benefits of
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shared reading that proposes valued prospects for children where they get a chance to discover
pleasure of reading (Swanson, Wanzek and Hairrell, 2016). The activities related to shared
reading normally takes place in minor groups where the children also get a chance of developing
a sense of inspiration in them. Also, they will be able to involve in the community with a sense
of confidence and enthusiasm.
By such type of involvements, the children in their early year education get to know a
variety of topics, authors and genres. Shared reading is also beneficial in terms of assisting
children in actively participating in literacy where they also learn to forecast the proceedings of a
story. Besides this, their understanding also gets stronger with the help of pictures in a book
giving clues to comprehend the text. The children due to concept of shared readings are also
known to develop a better vocabulary by themselves determining as well as using new strategies
of reading (Wohlwend, Buchholz and Medina, 2017). They also learn to recognize the sounds
and letters to easily connect both and develop a growing insight of developing words with a
stronger understanding of phonics. This is also apparent to assist children in remembering the
main philosophies and facts from stories.
Although, the teachers and educators who are responsible to undertake the practices of
shared reading in early year education are apparent to face certain number of challenges, this is
mainly on considering fact of shared reading in which the teachers are required to assure a
successful experience to children. For the same, they are together required to undertake several
number of strategies to effectively learn the practice of shared learning. Echo reading and choral
reading are some such strategies where teachers are required to deal with a foremost challenge of
dealing with the resistance level of children (Street, 2014). Ifin case students are very much shy
or are not concerned about developing the practice of shared reading because of requisite as well
as importance.
Apart from this, there together exist issues to handle the children suffering from some
sort of reading disabilities. This is for instance to tackle the issues of misreading by child while
shared reading to avoid the chances of skipping words. In addition to this, some children also
face issues in spelling correct words with difficulty in understanding the phrases or jokes, etc.
For this, teacher is suggested to play search games with children as an activity of shared reading
to understand confusing terms (Green, 2017). Furthermore, asking children to locate jokes in the
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book or internet is also a strategic approach where the teachers can consider reviewing joke and
discussing it to make it more entertaining for the children to understand it quickly.
3.2 Challenges for shared reading in early year education for students
There are various challenges faced by students in early year reading because at initial
level, it is very difficult for individuals to develop understanding over the information given in
books and learning material. Students face difficulty in pronunciation which is the most common
barrier to initial reading. In this, the learners are able to recognize pictorial, alphabets and
learning material but on the other hand, they face difficulty in speaking their mind. It is the
situation where child needs support of educator (Barton, 2017). Apart from this, the biggest
challenge to students in sharing reading in understanding ability because every person has own
capabilities of reading but when in group, it becomes necessary for people to coordinate with
each other.
Social development is an effective plan but in this, the teacher lacks attention over
specific students. Due to lacking attention of educators, some students lack in understanding.
Limitation participation is another challenge for students which limits shared reading and
understanding ability of learners. In addition, shared reading becomes challenge for students at
the time of decoding (Elder, 2018). It is the situation which changes from learner to learner and
during shared reading, presence of mind and activeness is the only key which encourages
reading. However, there are a million students who understand concept of decoding when
reading but are comparatively slow from other learners. Thus, the learning of ability of students
is another change for people when reading inc cognitive environment.
The major challenge in shared reading is students involvement in classroom environment,
where the individuals learn from one big book. In shared reading few students are left behind due
to students who have fast grasping ability. Further there are students who lack understanding in
group reading due to lack of literacy and knowledge over particular topic (Tompkins and et.al.,
2014). In addition, there are students who faces issue in inclusion with other students due to
which the individuals just sit and wait for the attention of educators.
The strategy of share reading lacks attention of educator due to which various students
just day dream in classroom during study. Further, lack of participation in learning activities
hampers overall learning of students. On the other hand, there are various situations, where due
to lack of understanding students becomes frustrated and do not involve in class room
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environment which restricts their social development (Houston, 2014). The lack of participation
of students in shared reading is the biggest challenge which impacts early year education of
students.
TASK 4
4.1 Implication for practice
Implementing effective shared reading strategies in classroom environment for young
readers is the most effective plan which can assist education in social developing and boosting
individual’s learning ability. In accordance to entire study, there are various recommendations
which can be suggested to boost learning environment of students such as:
 Demonstrating video presentation on certain topic in classroom for shared reading and
group discussion is the strategy which can assist educator in encouraging positive
learning environment among students (Mason, 2017). With the help of this video
presentation technique the educator will be able to communicate message by
demonstrating examples.
 Organizing of extracurricular activities for students can be beneficial for the teachers as
well as students, because it is the strategy that promotes informal learning environment
and assist in boosting social and cognitive development (Tompkins and et.al., 2014).
 Motivating students according to their self-efficacy can be helpful for the teachers in
improving participation of young people. Targeting on self-determination of students is
the strategy which should be implemented for cognitive development to promote concept
of shared reading.
 It is important for the educators to promote research techniques among young students,
because it is the strategy which helps the person in developing understanding over
various learning material. Seeking information from various sources helps the students in
understanding, synthesizing, analyzing, comprehending and summarizing.
 Students must be given chance to perform individually which will assist in boosting their
confidence and morale in classroom learning and shared reading (Barton, 2017).
 Organizing of extracurricular activities is the technique which should be implemented in
learning programs to encourage individual participation in shared reading and classroom
environment.
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CONCLUSION
The report summarized the concept of exploring the roles of shared reading which helps
the educators in boosting classroom environment and promoting social development of children.
It identified formative stages in becoming independent reader’s pre reading, initial reading and
decoding fluency and confirmation. Further, it helps in analyzing importance of effective
decision making which helps the student’s cognitive development and cognitive learning. Apart
from this, it outlined the challenges faced by teachers and students in shared reading that is,
educator is required to exhibit the abilities of effective reader that involves appropriate fluency as
well as expression of speech whereas students feels lack of confidence and attention from
educators. Moreover, it identified effective discussion and its role in shared reading for boosting
classroom learning. Besides, the report discussed about language and literacy development
which plays an important role in communication of two people. Thus, the discussion concluded
with recommendation for improving shared reading for young learners like, implementing use of
video representation, allowing performing individually etc.
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