Definition of Shared Reading

Shared reading according to Parkes (2000) is a collaborative learning activity that builds childs
experience in understanding reading text. The process is interactive and involves collaboration
of both teacher and pupils. It is basically interrelated with the interactive model of reading that
assume the process of translating print to meaning involves making use of both prior knowledge
and print, (Ruddell, 2016). The teacher would act as a facilitator that helps the pupils to
understand the reading material during the shared reading activity. The process can be initiated
by making predictions about meaning or decoding graphic symbols.
Usually, stories are selected as the reading text as it allows pupils relate to their prior knowledge
and at the same time contribute to the discussion. Narrative text that have interesting story line
would seem more appealing to children. This is because reading interests of children at ages of
nine through eleven focus on narrative adventure and fantasy, (Ruddell, 2016). For that reason,
I had decided to use narratives like folk tales and modern fantasies during the shared reading
activity to capture their attention.
The reading material was written on a butcher paper and pasted on the board. Reading
interests for youngsters at the primary grades include pictures and highly repetitive and
predictable books. (Feeley, 1981). Some pictures were added to help pupils to understand the
reading material. During the shared reading activity, teacher and pupils collaborate to construct
meaning and enjoy the story. And in the process, children develop strategies and concepts
related to print. Vygotsky mentioned that adult modeling and opportunity for children to interact
verbally with adults are important in the development of such concepts. It will provide
opportunities for verbal interaction in understanding the reading material.

Verbal interaction with mature speakers provides opportunities to test tentative notions about
word meanings.

According to Kamil and Pearson (1999), reader assumes either an active or passive role,
depending upon the strength of their hypotheses about the meaning of the reading material.

In shared reading,
The reader formulates hypotheses based upon the interaction of information from semantic,
syntactic and graphophonemic sources of information.
the schema theory that directly related to the interactive view of reading comprehension which
was confirmed by Heilman (1998) who claimed that readers comprehend by using existing
knowledge which can change through new information (interference) (p. 244). By using
questions in shared reading, the teacher is providing the interference that acts as the scaffolding
to the pupils schemata. As teacher pauses and asks questions, the pupils activated their
schemata and tried to relate the text to questions significantly.
Definition of Interactive Model of Reading

Ruddell
language learning and concept development are motivated and influenced by the social
interactions of the children with their peers and adults. Language learning is a social event
strongly influenced both by social interactions and mental maturation.
Shared reading (Vacca, 2005)
Reading to and with children captures their fascination with print.
In shared reading, teacher and pupils collaborate to construct meaning and enjoy a story. And in
the process, the children develop strategies and concepts related to print.