Maryann Manning defined shared reading in terms that a teacher should be able to relate. Effective shared reading should be implemented in an elementary classroom. The article gave many different techniques that teachers can use in their classrooms, based on many grade levels, including: primary, intermediate, and middle school grades. .
"In shared reading, the teacher reads aloud to a group of students, drawing attention to the text by pointing out certain features. Shared reading can also be effective with older students who are particularly struggling with reading and writing. A text that especially lends itself to shared reading, making sure that it's quality literature. For younger children, the text should have the "Three R's": Rhyme, Rhythm and Repetition. This process can be possible without enlarged texts, and can allow for a demonstration of the reading process. The convention of print can also receive attention during shared reading" (Manning 129-130). .
The use of shared reading is broken down into three main groups based on the grade levels. "Primary grades have been recommended to use a patterned text to create a parallel book and modify the text and create a new story using the author's pattern. Manning said to select a letter of the alphabet that confuses the students and to cover that letter each time it appeared on one or two pages of the book. Next it said to repeat the process but this time with a high frequency word, like "the" several times. The students should then be asked to brainstorm all the words that make sense in the sentence. At the end of the session, uncover the author's words" (Manning 130). To continue this process of decoding, the article recommended that texts could be left out on display so that the students can reread them for full comprehension. .
During the Intermediate grades, a similar approach is taken as was done with the primary grades.
