6/21/20

Thanks to Karen Erickson, David

Koppenhaver, Sally Clendon, and
many of the students I have had the
privilege of working with for helping me
to understand more and more about
Shared shared reading

Reading Thanks also to the Centre for Literacy

and Disability Studies staff and to
Carole Zangari from PrAACtical AAC
who always inspire me J

Let’s Be Interactive

1 2

• Shared reading is a collaborative

learning activity, based on
research by Don Holdaway
(1979), that emulates and builds Let’s Be Interactive
from bedtime story experiences
(Parkes & Mooney, 2000)
• Repeatedly participating in
• Can be done individually or in semantically rich and
small groups meaningful early literacy
• Books can (and should) be read activities increases:
repeatedly • Literacy learner's knowledge
• Rich, interaction with emergent about their world
readers over books to promote
language development and • Literacy learner's language
and understanding of how books learning
work (Dickinson & McCabe, 2001)

3 4

• Frequent shared book reading

between literacy learners and Driving the CAR
adults:
• is important for learning new into the AIR
vocabulary,
CAR = Comment, Ask, Respond
• helps develop joint attention
on objects and pictures (Notari-Syverson, Maddox and
Cole, 1999)
during interactions (Rogoff,
Malkin & Gilbride, 1984)
AIR=
• encourages learners to
engage with pictures and • Attention Getter
books • Invite Participation
• develops better oral • Respond
language skills (DeBaryshe,
1993; Karras & Braungart-
Rieker, 2005; Raikes et al,
2006)
• develops early literacy skills
(Bus, 2003)

5 6

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Sharing the AIR

With literacy learners:
• Attention getter: get the learner’s attention
• Invite participation with a statement or a
query that can be answered with a like or a
dislike (yes/no) response e.g. You like eating
oranges, don’t you?
• Student's possible Response: No response or
body language/facial expression response.
Adult models a response, reference the
student’s body language at the time or as
appropriate.
• Adult's Response: Let the student know what
you have attributed meaning to and the
meaning you gave it e.g. you looked at me, I
think you’re saying you’re not sure.
If the learner isn't able to respond, the adult
consistently takes the learner's turn and models
a correct response.
What should we do
during shared reading?
• In the beginning, we focus on bringing their
attention to the book and inviting their
participation – and then modelling a response
if needed.
• As literacy learners develop more language,
we move to asking questions that need more
complex answers e.g. "What will happen next?"
• We slowly make our questions more complex
as learners develop more language.
• Finally, we progress to inviting them to
participate using inferential questions

(Information from Ninio & Bruner, 1978; Sénéchal, Cornell & Broda, 1995;
Vander Woude et al, 2009)

7 8

9 10

Shared Reading
Where does AAC Level 1: Receptive communicator / early literal language
come into this?
• Shared reading is an excellent
opportunity for teaching vocabulary.
For someone who uses AAC, we need
to model that vocabulary using the
individual’s AAC system
• Words in red on the table are modelled
using AAC
• And if the individual’s AAC system
doesn’t let us model this language
then we need to implement a ”system
for tomorrow”* which will.

* See the participation m odel, Beukelm an & M irenda 2013

11 12

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Share the AIR with an early or

receptive communicator, usually
done with a simple text Why Attribute
Share the AIR with a focus on promoting
student interest in books, inviting participation
Meaning?
and attributing meaning • A natural response to children without
1. Attention Getter disabilities
2. Invite participation with a statement that • Teaches students to be less random.
can be answered with a like / dislike • Builds cognitive understandings over
response time.
3. Respond - let the learner respond,
• Sends message of competence and
attribute meaning if possible
high expectations.
4. If they don’t respond, then model a
response to them

13 14

Whose nose?
Remember to:

• Follow student’s lead

• Keep it low pressure - no testing
• Relate to what student knows
• Attribute meaning to student attempts
• Use other adults as models (if possible)

Jeanette Rowe Gretchen Hanser, ISAAC Conference 2012

15 16

SHARE L 1 How often do

THE A.I.R: I
-
, we use AIR?
EARL 3 .
.A

SHARED A ' AI !
• Depends on the
student
READING A= A
,C , ,L . D
. .
AAC.
• Depends on the book
I=I

• But use AIR as often

/ , AAC.

= ! I
,
,
. L
'
as you can!!
. I '
A=A G , . A '
AAC !
I=I P
R= R
A=A G
I=I
=
S a ed Read Le e 1

17 18

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Which books should I Shared Reading

Early expressive communicator; literal language
use?
• Books you can read in
one sitting
• Fiction and Non-Fiction
• Books about them!
• Books they are
interested and
engaged with

19 20

AIR
• A = Oh dear. He looks bored.
• I = How do you feel at the zoo?
• R = {student responds}
• What if the student says “dog”?
• What if the student says “sad”?
• We use any response and assume
competence
AIR
• A = Hmmmm… I think he might do something
different.
• I = Which animal do you think he will be next?
• R = {student responds}
• What if the student says “lion”?
• What if the student says “stop”?
• We use any response and assume competence

21 22

AIR
• A = Yuck!!! I do NOT like snakes.
• I = Do you have an opinion about snakes?
• R = {student responds}
• What if the student says “rough”?
• What if the student says “love”?
• We use any response and assume
competence
AIR
• A = Yay – he’s got a friend.
• I = I wonder if he’s happy about that (expectant
pause)
• R = {student responds}
• What if the student says “funny”?
• What if the student says “happy”?
• We use any response and assume competence

23 24

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How the Birds got their Colours

Shared Reading From a Dreamtime Story
Expressive communicator; literal language

25 26

In the beginning all birds were black. One day a dove was trying to catch a grub.

27 28

He didn't catch the grub. He landed on a sharp stick. The stick hurt his foot.

29 30

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AIR

• A = Oh no!
• I = That must hurt (expectant pause)
• R = {student responds}

• At this level we would have more of an

expectation of a response close to the topic –
but we still aren’t using this for testing. So, if they
give an answer that is off the topic we follow
their lead where possible and turn it around to
modelling an on-topic response. He was very sick.

31 32

He was dying. His friends came to see him.

33 34

They wanted to help. The crow didn't come to help.

35 36

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AIR

• A = Wow!
• I = What was she trying to do?
• R = {student responds}

• At this level we would have more of an

The parrot cut open his foot with her beak.
expectation of a response close to the topic –
but we still aren’t using this for testing. So, if they
give an answer that is off the topic we follow
their lead where possible and turn it around to
modelling an on-topic response.

37 38

His foot burst open. The birds were covered in colour from his foot.

39 40

Some birds were red. Some birds were blue.

41 42

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Some birds were yellow. Some birds were green.

43 44

AIR
• A = They look great.
• I = What coloured birds have you seen?
• R = {student responds}

• At this level we would have more of an

expectation of a response close to the topic –
but we still aren’t using this for testing. So, if they
give an answer that is off the topic we follow
their lead where possible and turn it around to
modelling an on-topic response.
All the birds who tried to help were now coloured.

45 46

The crow didn't try to help. The crow stayed black.

47 48

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Shared Reading
Expressive communicator (3+ words) / inferential language

That is the story of how the birds got their colours.

49 50

AIR

• A = That’s cool
• I = I wonder if there is something you can think of that
might have come on a plane?
• R = {student responds}

51 52

AIR AIR

• A = Oooh – they jumped out of the

• A = Wow. That’s good!
plane.
• I = What else do people use to put out fires?
• I = Why do you think they did that?
• R = {student responds}
• R = {student responds}

53 54

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A A en ion Ge er
Teach ne ocab lar b briefl
I In i e Par icipa ion
defining i Yo can e non m or
Re pond or model a re pon e
p he ne ord in a en ence

Refer o le er in he den
name or o her impor an le er
hen o ee hem on a page
A k he den if he ha e an
q e ion af er haring e er
page

Commen on ha he den eem

o be in ere ed in and ai a lea
econd In i e par icipa ion ing
he differen par of CROWD and Poin o elemen of he book a
ai a lea econd Re pond o o read i e g Thi i he i le of he
ha e er he den a doe b book I ell
adding more lang age modeling
appropria e grammar
Comple ion Poin o rh ming ord and ord
Recall pla in e ord i h he ame
Open ended
h- q es ions ini ial le er or hich ha e imilar
Dis ancing o nd in hem alli era ion

Some ime e need o each den o enjo

book
When o a k a q e ion e plici l U e he den in ere a a ar ing poin
if needed
model a ing I ha e a q e ion In hared reading al a model ing he
ing AAC and hen a k i den comm nica ion em
Reading a book repea edl i grea and
impor an o do
The den elec he book hen reading

55 56

1. Sharing the AIR

With literacy learners:
• Attention getter: get the learner’s attention
• Invite participation with a statement or a
query that can be answered with a like or a
dislike (yes/no) response e.g. You like eating
oranges, don’t you?
2. Link to Letters
• Student's possible Response: No response or
body language/facial expression response.
Adult models a response, reference the Refer to strategic letters when you see
student’s body language at the time or as them on a page
appropriate.
For some students we would focus on
• Adult's Response: Let the student know what letters in their name
you have attributed meaning to and the
meaning you gave it e.g. you looked at me, I For other students we would focus on a
think you’re saying you’re not sure. letter you are working on in other activities

If the learner isn't able to respond, the adult

consistently takes the learner's turn and models
a correct response.

(Ninio & Bruner, 1978; Sénéchal, Cornell & Broda, 1995; van Kleeck, Vander
Woude & McDonald, 2006)

57 58

3. CROWD to CROWD
Invite Participation
• Completion - adult starts a repeated line and
• Completion learner finishes it
• Recall
• Recall - adult asks a question about what has
• Open Ended already happened in the book
• Wh- questions
• Open Ended - ask an open ended question
• Distancing
• Wh questions - asking them!
• Distancing - relating the book to the learner's
life

Centre for Literacy and Disability Studies

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4. Model “I have a 5. Vocabulary

question”
• Built into PODD Teach new
• In other AAC systems, make sure vocabulary by
you clearly let your students briefly defining,
know when you are asking a using synonyms,
question (in shared reading) and the new word
in a sentence.

Thanks to Centre for Literacy and Disability Studies

61 62

accepts that we can't have all words

in a language in an AAC system

Descriptive understands that strategic

Vocabulary competence is a very important skill for Teach vocabulary
Teaching any person who uses AAC to develop
Pirahna = scary fish
and AAC
use descriptive language to teach
new vocabulary = teach vocabulary
and teach strategic competence*

*Strategic competence see Light (1989)

63 64

6. Do you have a 7. Print

question? Referencing
• Point out basic elements of the
• Turn things around occasionally and
book as you read it!
ask the student if they have a
question • It’s all about getting emergent
readers interested in print by
• If needed, set up a 3 rd party to “highlighting the forms,
model asking questions functions, and features of print
• Use expectant pauses as well during read-alouds” (Zucker,
Ward, and Justice, “Print
• Read the student’s body language
Referencing During Read-
and make sure they have a way to Alouds: A Technique for
initiate available always!
Increasing Emergent Readers’
Print Knowledge.” The Reading
Teacher, 63(1), pp.62-72).
Thanks to Centre for Literacy and Disability Studies

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Print concepts How can we do print

• “Knowledge of how print is
organized, including
relationships between written
language units (e.g., letters
make up words) and the
metalinguistic terminology
used to describe print (e.g.,
letter, word, write). It also
includes understanding of how
books are organized, the form
and functions of
environmental print,
differential features of various
print genre, and
developmental writing skills"
(Justice & Kaderavek, 2004, p.
202).
referencing?
Which books should we use?
• Zucker, Ward, and Justice suggest
that print referencing can be
incorporated “when teachers are
reading books with children with
the intent of promoting literacy
development” and that one read-
aloud per day should include some
sort of print reference.
• Print referencing can be
incorporated into any read-aloud–
fiction, nonfiction, poetry–
anything’s game.

67 68

P IN
EFE ENCING
GS E CA D :
Page order: We read hi page fir , and hen e read
8. Rhymes and
he ne one. . .
Poin o he i le of he book: Thi i he i le of he
book. I ell ...
sounds
Poin o e direc ion op o bo om, lef o righ : We
begin reading hi ord, and hen e mo e. . .U e o r Point out rhyming words and
finger and poin a o read! alliteration (initial letters sound the
Talk abo he a hor/ ill ra or: The a hor ro e he same as…).
book. . .
Talk abo he fron co er and back co er: Here
here he book begin . I called he fron co er
Concep of ord: Le co n he ord on hi page.
Shor / Long ord : Which ord i longer/ hor er. . .
Poin o ord in ill ra ion / cap ion / b i le : Here
i a mail on he mailbo . . .
Talk abo p nc a ion, e of pper and lo er ca e
Talk abo e i em he a hor/ill ra or e o
empha i e he con en , mood, e c
And more!!

69 70

Record Keeping

• Make sure you keep

records to ensure you
are differentiating and
doing all the different
parts of shared
reading appropriate
to your student’s
language level

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Example Record Form References

• Beukelm an, D. R., & M irenda , P. (2013). A ugm entative and alternative com m unication: Supporting children and
adults w ith com plex com m unication needs. Baltim ore, M D: Brookes.
• Bus, A . G . (2001). Early book reading in the fam ily: A route to literacy. In S. N eum an & D. Dickinson(Eds.), Handbook on
research in early literacy (pp. 179–191). N ew York, N Y: G uilford Publications
• Debaryshe, B. (1993). Joint picture-book reading correlates of early oral language skill. Journal of C hild Language,
20(2), 455-461. doi:10.1017/S0305000900008370
• Dickinson, D. K., & M cC abe, A . (2001). Bringing It A ll Together: The M ultiple O rigins, Skills, and Environm ental Supports
of Early Literacy. Learning Disabilities Research and Practice, 16, 186-202.
https://doi.org/10.1111/0938-8982.00019
• Holdaw ay, D. (1979). The foundations of literacy. Sydney: A shton Scholastic.

• Justice, Laura & Kadaverak, Joan. (2004) Literacy and Speech Language Pathology. San Diego: Plural

• Karrass, Jan & Braungart-Rieker, Julie. (2005). Effects of shared parent–infant book reading on early language
acquisition. Journal of A pplied Developm ental Psychology. 26. 133-148. 10.1016/j.appdev.2004.12.003.

• Light, J.C . (1989). Tow ard a definition of com m unicative com petence for individuals using augm entative and
alternative com m unication system s. A ugm entative and A lternative C om m unication, 5,4, 137-144.

• N inio, A & Bruner, J. (1978). The achievem ent and antecedents of labelling. JC hLang 5. 1–15.

73 74

References
• N otari-Syverson, A ., M addox, M ., Lim , Y.S., & C ole, K. (2002). Language is the key: A program for building language
and literacy. Seattle, W A : W ashington Research Institute.

• Parkes, Brenda & M ooney, M argaret E (2000). Read it again! : revisiting shared reading (Teacher's Edition of
Textbook). Stenhouse, Portland, M e

• Raikes, Helen & Luze, G ayle & Brooks-G unn, Jeanne & Raikes, H & A lexander Pan, Barbara & S. Tam is-LeM onda,
C atherine & C onstantine, Jill & Banks Tarullo, Louisa & T. Rodriguez, Eileen. (2006). M other-C hild Bookreading in Low -
Incom e Fam ilies: C orrelates and O utcom es During the First Three Years of Life. C hild Developm ent, vol. 77, no. 4.

• Rogoff, B., M alkin, C ., & G ilbride, K. (1984). Interaction w ith babies as guidance in developm ent. N ew Directions for
C hild Developm ent, 23, 31-44. http://dx.doi.org/10.1002/cd.23219842305

• Sénéchal, M ., C ornell, E. H., & Broda , L. S. (1995). A ge-related differences in the organization of parent-infant
interactions during picture-book reading. Early C hildhood Research Q uarterly, 10(3), 317–337.

• V ander W oude, O & V an Kleeck, A . & V een V ander, E. (2009). Book sharing and the developm ent of m eaning. In P.
Rhyner (Ed.), Em ergent literacy and language developm ent; Prom oting learning in early childhood (pp. 36 - 77). N ew '
York: G uildford Press.

• Zucker, Tricia & Parsons, A llison & M . Justice, Laura. (2009). Print Referencing During Read -A louds: A Technique for
Increasing Em ergent Readers' Print Know ledge. Reading Teacher - REA D TEA C H. 63. 62-72. 10.1598/RT.63.1.6.

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