shared story reading
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2021 ◽  
Vol 114 (11) ◽  
pp. 878-880
Author(s):  
Erin Smith ◽  
Jo Hawkins-Jones ◽  
Shelby Cooley ◽  
R. Alex Smith

Teachers can use shared story reading with interdisciplinary lessons to simultaneously advance students’ mathematics, literacy, and social-emotional competencies. In this article, we use the book, Two of Everything, to illustrate how this routine can be used in K–2 classrooms.



2017 ◽  
Vol 38 (5) ◽  
pp. 284-296 ◽  
Author(s):  
Todd Whitney ◽  
Amy S. Lingo ◽  
Justin Cooper ◽  
Karen Karp

The primary focus of this study was to examine the effects of Shared Story Reading (SSR) during mathematics instruction on the behavioral outcomes of four elementary students with academic difficulty and challenging behaviors. In addition, the study examined the effect of implementing SSR during mathematics instruction on the teacher’s use of opportunities to respond (OTR). A multiple baseline design across participants was implemented to examine the effects of this curricular approach on increasing the teacher’s OTR, increasing student engagement, and reducing disruptive behavior. Results indicated there was an increase in OTR during the SSR lessons and suggest implementing SSR during mathematics instruction was effective for increasing engagement for students with academic difficulty and challenging behaviors. Results were not definitive regarding the effects of SSR decreasing disruptive behavior.



2017 ◽  
Vol 32 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Caryn Alison ◽  
Jenny R. Root ◽  
Diane M. Browder ◽  
Leah Wood


2014 ◽  
Vol 30 (4) ◽  
pp. 279-297 ◽  
Author(s):  
Kerstin M. Tönsing ◽  
Shakila Dada ◽  
Erna Alant


2013 ◽  
Vol 45 (3) ◽  
pp. 34-44 ◽  
Author(s):  
Ginevra R. Courtade ◽  
Amy S. Lingo ◽  
Karen S. Karp ◽  
Todd Whitney


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