Shared Reading as an Interactive Strategy - Essay Example

Running Head: Shared Reading. Name: Course: Tutor: October 13, 2012 The development of a child’s language as well as literacy skills is determined to a great extent in the critical period of its early childhood. Therefore, the experiences the child may be exposed to at home as well as early education settings influence largely the emergence of their language and literacy skills (Ezell & Justice, 2005). Since this development begins within the first three years, they ought to be exposed to books and stories. It is worth noting that these early literacy skills are enhanced in taking part in real life settings by interacting positively with people as well as literacy materials. Early literacy development, which implies to reading and writing is gained long before the beginning of schooling and thus has a direct and close link with the child’s early encounter with stories and books. Shared reading is an interactive strategy in reading whereby a teacher (or the adult) interacts with the child or a group of children during reading therefore enhancing acquisition of vocabulary besides understanding of the story structure and general knowledge (Watson, 2001). It is important in introduction of new vocabulary, prods the child to make predictions, encourages discussion of pictures as well as encourages other interactive experiences. It is also instrumental in motivating the child to read and provide a connection between spoken and written language too. Shared reading therefore, is considered the only most important activity adults can engage children in so as to promote their emerging literacy skills. The very small and simple activities undertaken during shared reading have a significant impact on what the child gains from sharing a book with the adult (Watson, 2001). In the reading interaction between Alison (child) and her preschool teacher, it is clear that the child is not encountering the story for the first time. The teacher characteristically tries to make links with the child’s previous experience even before the reading begins. This is evident when she asks Alison what she really liked best when the story was read to her by her mother and we confirm that she had encountered it before when she responds she liked the toys. The teacher goes ahead to arouse the child’s interest by suggesting to look at the toys during the actual reading of the story. The probing question engages the child in thinking about the story thus arousing her curiosity to take the journey once more. This is important in early literacy development as it focuses on encouraging emergent narrative skills (Trelease, 2001). Besides this, the teacher also characteristically focuses on clarifying meaning of scenarios through commenting or asking probing questions as the story progresses. A good example is given when she poses the question on how soon darkness sets in during summer in relation to the time Alison goes to bed. From the response the child gives, the teacher throws the question further in relation to her experience during summer. This does not only provoke the child’s reasoning but also relates the story being read with the real life experiences (Trelease, 2001). The question the teacher asks Alison about what soldiers carry while marching helps her lead the child slowly to something she probably didn’t know or had not noticed from the picture book previously. This characteristic from the teacher makes the picture reading an adventure irrespective of the child’s previous encounter with it. It also focuses on building up an imaginary picture of characters in the story without getting out of touch with the real life experience besides building the vocabulary related to various aspects of the characters. A very good example is leading Alison to understanding the relationship between the vocabulary ‘gun’ with the soldiers. This is in agreement with several research findings on shared reading that though it can be viewed simply as an adult leading a child in reading a book; it creates a good opportunity for the teacher to introduce vocabulary within the content of the story besides practicing the same words in further conversation later in the story. In a nutshell, the preschool teacher was highly effective through the approach she used by initially creating a room or conducive atmosphere of this interactive approach (Morrow, 2002). She encouraged the child’s participation in the conversation about the story by asking probing as well as predicting questions whose responses she used to give the child feedback that adapted and promoted Alison’s learning. Not only does this encourage the acquisition of new words but also the development of narrative skills as the child tries to explain the probing answers (Morrow, 2002). For instance, towards the end of the story, the teacher had a substantive conversation with Alison in which she identifies specific things in the bathroom. This develops her vocabulary about the bathroom, for example, toilet, toothpaste, toothbrush and much more. Besides the teacher helps the child to have a synthesis of the story which revolves around bedtime and a child’s bedroom full of toys. Her open-ended questions and prompts help the child see the connection of the story with her prior knowledge of the main idea or theme. Alison, on the other hand, characteristically from the manner of answering the questions from her teacher exhibits traits of developing speaking and listening skills. These are skills key to her developing reading, writing and spelling skills later in her life. In fact, she shows great interest and motivation in sharing reading of the picture book with the teacher despite having had read it with the help of her mother before. Some of her responses of the probing questions from the teacher, for example, “…BEFORE SHE MET A..?” show that she has acquired a certain level of narrative skills besides memory. She has equally attained a great deal of vocabulary in reference to the text she was reading with the teacher. Alison tends to answer some questions from her teacher by relating what she has seen in the picture book. While answering the question about what soldiers carry, she relates this with the toothbrush as she has seen in the pictures. This we deduce as we look into the conversation in which the teacher creates a synthesis of the story she has read with her pupil. It therefore shows that Alison is able to explore the main theme of the story besides building the right order in occurrence of events in the story. She is familiar with the language of the picture book, its form and parts of the story as well. It is worthwhile noting that the discussion between an adult and a child I shared reading actually acts as the link between oral and written language as the adult directs the child to have common shared meanings on written work (Morrow, 2002). Thus, Alison is steadfast along this path; a fact deduced by her confidence to talk, think, share, compare and reflect. She is evidently attentive to listening, participates to the discussion spontaneously and with confidence and shows comprehension of the structure of the story and general knowledge. She keeps her answers short and precise even though she shows a level of understanding of the story and this may be an impediment to narration skills. Summarily, Alison’s vocabulary has grown to a considerable level to an extent that she can manage to explain the meaning of words like train depot and lullaby. In addition, she can identify and correctly name pictorial representations of objects like tap, toilet, toothbrush and toothpaste. Through the answers from the teacher’s prompting, she is able to make a synthesis of the whole story and realizes that the whole story revolved around a dream. The manner in which she participates in the synthesis of the story is a positive indicator of her desire to read further which will enhance further her literacy development (Morrison, 2001). Planned experience Rationale: After reading the picture book with Alison, it is vital to undertake a follow up by reading together another selected book for several reasons. The most important justification is to continue promoting her motivation to read as well as early language and literacy development. Though the main aim would be to help her assume increased responsibility for reading gradually as her confidence rises, it will also help her improve in the areas of weakness discovered during the previous reading (Kennedy et al, 2012). In fact, this process of shared reading continually offers her an opportunity to continue building vocabulary and the skills of literature through reading and oral language too hence becoming a good reader and writer (Machado, 2003). Objective: One aim of this follow up activity is to further continue creating an intimate and enjoyable experience that motivates the child to read more thus further development of her language and literacy skills (Wray et al, 2002). In addition, it is also important to continue shaping her early reading strategies like making predictions, confirming responses, making predictions, identifying words that are known or unknown among others (Halle et al, 2003). This further reading will help demonstrate the application of the semantic information, syntactic information and graphophonics information (Ahn & Filipenko, 2007). Resources and Strategies: The teacher selected a picture story book ‘It’s Bedtime William’ by Deborah Niland. After selection of the engaging part, a preview of the story in order to pick any unfamiliar vocabulary or concepts is undertaken. Then the teacher should read the name of the author then ask a warm-up question such as “What do you think we shall read about in this book?” this ensures that the interest of the child is aroused. This is followed by a quick and brief introduction aimed at building the child’s background knowledge with the unknown. The text is then read twice, each time reinforcing a particular part or even challenging words. The teacher interacts with the child by pausing during reading and asking probing questions regarding particular areas. A follow-up activity such as recounting the most interesting part of the story read is undertaken. Bibliography Ahn, J. & Filipenko, M. (2007). Narrative, imaginary play, art and self: Intersecting worlds. Early Childhood Education Journal, 34(4), 279-289. Eithne Kennedy, Elizabeth Dunphy, Bernadette Dwyer,Geraldine Hayes, Thérèse McPhillips, Jackie Marsh,Maura O’Connor, Gerry Shiel. (2012). Literacy in Early Childhood and Primary Education. Dublin: National Council for Curriculum and Assessment. Ezell, H.K., & Justice, L.M. . (2005). Shared storybook reading: Building young children’s language and emergent literacy skills. . Baltimore, MD:: Paul H. Brookes. Halle, T., Calkins, J., Berry, D., & Johnson, R. (2003). Promoting language and literacy in early childhood care and education settings: . New York: Child Care & Early Education Research Connections. Machado, J. (2003). Early childhood experiences in the language arts (7th ed.). New York: Delmar. Morrison, G. (2001). Early childhood education today, 8th edition. . Columbus, OH: Merrill-Prentice Hall. Morrow, L. (2002). The literacy center: Contexts for reading and writing, 2nd edition. Portland, ME: Stenhouse Publications. Trelease, J. (2001). The Read Aloud Handbook (5th ed.) . New York: Penguin Putnam. Watson, R. (2001). Literacy and oral language: Implications for early literacy acquisition. In S. B. In Neuman, Handbook of early literacy research. New York: The Guilford Press. Wray, D., Medwell, J., Poulson, L. & Fox, R. (2002). Teaching literacy effectively in the primary school. London: Routledge Falmer. Read More