Shared Reading to Build Vocabulary and Comprehension

Abstract

The author presents four approaches to shared reading that he used with first through third graders in a high‐needs, urban elementary school with a large population of students from immigrant homes. Using sociocultural and cognitive constructivist principles, the author shows how these approaches built students' academic vocabulary and comprehension of the decontextualized language of books.

Performance of Saudi English Language Teachers in Reading Comprehension Classes

“…Higher cognition skills are involved in the third stage with the result that a successful reader should be able to survey, skim, and explain both the text's content and structure. Block (1992) and McKeown and Beck cited in Kesler (2010) stressed the actions to be taken by the teachers to help readers explain, elaborate, and connect their ideas. For instance, Block studied the actions that a strategic reader carries out.…”

“…Readers should comprehend both the content and contexts of the texts they read. Coyne et al cited in Kesler (2010) and Wooly (2011) looked at reading comprehension in a different way. Both studies stressed the benefits of word contextualization, the explicit and contextualized teaching of word meanings as an effective way for increasing young readers' vocabulary.…”

“…Furthermore, most of teachers do not understand that reading inside classrooms is not an end in itself but a process or a means that must arrive at comprehension. Many studies such as Liang and Dole (2006), Wooly (2011), and McKeown and Beck cited in Kesler (2010) nearly have emphasized this fact and asserted the importance of comprehension as a result of reading. These studies agreed on the fact that comprehension is overlooked by all teachers and learners for the benefit of issues related to beginning reading, phonics, and decoding.…”

Leitura compartilhada de contos com prompts baseados nas funções da narrativa : efeitos sobre a compreensão textual

“…Dentre os benefícios da leitura compartilhada é possível citar ganhos em: vocabulário (Justice, Meier & Walpole, 2005;Kesler, 2010), construção oral de narrativas (Lever & Sénéchal, 2011) e compreensão de textos (Fisher, Frey & Lapp, 2008;Hilden & Jones, 2013;Kesler, 2010). Há também indícios de que compartilhar livros com crianças favorece o gosto e motivação para leitura (Baker, Mackler, Sonneschein & Serpell, 2001).…”

“…: Dickinson & Smith, 1994;Fisher, Frey & Lapp, 2008;Flores, Pires & Souza, 2014;Hilden & Jones, 2013;Kesler, 2010). A presente pesquisa mostrou ainda, em consonância com os resultados obtidos por Rogoski et al (2013) e Flores, Pires e Souza (2014, que a leitura dialógica ou interativa pode beneficiar a compreensão textual para crianças mais velhas, com textos mais complexos e sem figuras.…”