Shared reading is a classroom or small group activity that fosters literacy development in young learners by engaging them in interactive reading experiences. This approach emphasizes participation, modeling of proficient reading, and scaffolding for emergent readers. It supports oral language development and offers instructional opportunities in phonics, sight word recognition, vocabulary building, and comprehension strategies.

The practice of shared reading is grounded in decades of research-based literacy instruction. Notably, the National Reading Panel (NRP), established in the 1990s, provided comprehensive, evidence-based guidance for reading education in the United States. The panel’s report emphasized critical components of literacy instruction, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. These findings influenced national initiatives such as Reading First and shaped the development of curriculum materials and instructional strategies. Shared reading and shared writing strategies, deeply rooted in this research, promote interactive literacy experiences and collaborative learning, aligning closely with these evidence-based components.

In Munger’s Chapter 2, the distinction between empirical and non-empirical research is explored, underscoring the importance of scientifically-based methods in evaluating literacy programs. Empirical research involves systematic data collection and analysis, including experimental designs such as randomized controlled trials, which help establish causal relationships and assess intervention effectiveness. In contrast, non-empirical research is typically based on theoretical frameworks or literature reviews. Understanding these distinctions is essential for educators as they select and implement effective instructional strategies. Monitoring student progress through empirical evidence ensures that teaching practices are both informed and responsive to learner needs.

Shared reading exemplifies an empirically supported instructional practice that encourages engagement, builds reading fluency, and enhances vocabulary development. To implement it effectively, educators should choose developmentally appropriate texts, model reading strategies, and promote student interaction throughout the reading process.

In contrast to effective methods like shared reading, Himmele and Himmele (2017) critique traditional approaches such as round robin reading. They argue that round robin reading negatively impacts fluency and comprehension by shifting students' focus from content to performance. This practice can result in anxiety, reduced motivation, and social-emotional consequences such as embarrassment or being labeled as “bad readers.” Instead, the authors advocate for alternative, evidence-based strategies—such as choral reading, shared reading, studying song lyrics, multisensory fluency practice, and reciprocal teaching—which prioritize student engagement, comprehension, and emotional safety. These alternatives better align with best practices for literacy instruction and support a more inclusive, effective learning environment.

Shared reading is a research-based instructional strategy that supports foundational literacy development. When implemented with intention and supported by scientifically-based research, it promotes engagement, builds reading skills, and contributes to a positive classroom culture where all students feel supported and capable.

My experiences with shared reading have single-handedly brought classroom communities together, regardless of grade level. No matter where students are in their reading journey, I emphasize living in the reading—immersing ourselves in the story, the language, and the shared experience. Every child is encouraged to participate and give their best effort. Time and again, I’ve witnessed students who typically remain quiet not only join in but do so with genuine enthusiasm. Shared reading creates a safe and inviting space where all voices matter and every reader belongs.