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Shared reading is an instructional approach in which the teacher explicitly models the strategies and skills of proficient readers. [ 1 ] In early childhood classrooms, shared reading typically involves a teacher and a large group of children sitting closely together to read and reread carefully selected enlarged texts.
In the United States, Guided Reading is a key component to the Reading Workshop model of literacy instruction. Guided Reading sessions involve a teacher and a small group of two to four children although groups of five or six are not uncommon. The session would have a set of objectives to be taught during a session lasting approximately 20 minutes.
Guided reading is a small group activity where more of the responsibility belongs to the student. Students read from a leveled text. They use the skills directly taught during mini-lessons, interactive read aloud and shared reading to increase their comprehension and fluency. The teacher is there to provide prompting and ask questions.
Independent reading is a term used in educational settings, where students are involved in choosing and reading material (fiction books, non-fiction, magazine, other media) for their independent consumption and enjoyment. Students that read independently have an emphasized creative choice in what they want to read and choose to learn.
Loosely basing their model on the ideas of the Russian educational theorist Lev Vygotsky, Pearson and Gallagher envisioned instruction that moved from explicit modeling and instruction to guided practice and then to activities that incrementally positioned students into becoming independent learners.
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
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