The Impact of Shared Reading on 1st Graders’ Writing Using Author’s Craft (2024)

FAQs

What is the connection between shared reading and writing? ›

Shared reading provides many opportunities for students and teachers to map and name the techniques that authors and illustrators use to make texts interesting, beautiful, specific and engaging. Discussion of these techniques builds academic language, improves comprehension, and influences student writing.

Research has indicated that shared book reading can support a range of early language skills including vocabulary (e.g. Elley, 1989; Farrant & Zubrick, 2011), narrative and conversation skills (e.g., Morrow, 1988; Reese, 1995), future reading ability (e.g., Bus, van IJzendoorn, & Pellegrini, 1995), print awareness ( ...

Shared reading of predictable text can build sight word knowledge and reading fluency. Provides an opportunity for explicit instruction in phonics. Provides opportunities for building vocabulary and comprehension. Supports the development of oral language skills.

During shared reading, you and your students read aloud an enlarged version of an engaging text that provides opportunities for your students to expand their reading competencies. The goals of the first reading are to ensure that students enjoy the text and think about the meaning.

For instance, the ability to link sounds together to construct words is reinforced when students read and write the same words. Furthermore, writing instruction improves reading comprehension, and the teaching of writing skills, such as grammar and spelling lessons, reinforces reading skills.

Shared reading is a method for teaching literacy that focuses on the interaction of the text that is being read. This evidence-based instruction is beneficial throughout K–12 settings and helps support learners in developing strong reading skills, comprehension, language proficiency, and overall literacy.

Developing Cognitive Skills: Shared book reading encourages critical thinking, problem solving, and comprehension skills. Helping your child to make connections between the story and their own experiences can deepen their understanding of the content.

Shared reading usually involves the whole class and the teacher reading an enlarged text (for example, a big book, website projected via the interactive whiteboard or large-screen tv) that is beyond the level students can read by themselves.

At the opposite end of the spectrum are our struggling readers. Because the text is being read together, any anxiety they may have about reading evaporates. These students are given the opportunity to successfully and confidently participate in the reading experience.

How often should you do shared reading? ›

When I taught first and second grades, shared reading was a regular part of our day. Each day for about 10 to 15 minutes, I'd take out the big book or the chart of the poem we were reading that week and lead kids in a choral reading of the text, stopping along the way to tackle phonics skills or fluency.

During shared reading, a teacher or proficient student reads the text aloud, pausing at pre-selected moments to discuss content and analyze the text. This strategy facilitates close reading of a complex text in small or whole group settings.

During shared reading, the supervising teacher demonstrates various reading strategies and models fluency and expression when reading aloud. As the teacher reads, children should follow along and be actively engaged, preparing themselves to participate.

A main difference between shared vs. guided reading is that during shared reading, interactions are maximized. During guided reading, thinking is maximized. During guided reading students actively participate in the group reading process – by listening or reading – and making their own conclusions about the text.

As students develop and hone their writing skills, they become more competent readers. Their ability to think critically about text and interact with it in rich and meaningful ways improves. The opposite is also true. The more we read, the better our writing becomes.

Studies by Domico (1993) and Richgels (1995) suggest that children's ability to read words is tied to their ability to write words in a somewhat reciprocal relationship. The more opportunities children have to write, the greater the likelihood that they will reproduce spellings of words they have seen and heard.

Write the forms you are reading, and read the forms you are writing. Plan your reading and writing time to complement each other. If you are reading short stories, write short stories. If you are writing expository essays, read expository essays. Each activity deepens the other.

The following information will help clarify the Writer/Reader Relationship: The writer provides valid information (proposes an idea). The reader accepts that information (accesses and understands information) and responds with active participation.