Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 10, Número 19 (Ed. jul – dic. 2026) ISSN: 2697-3456

Shared reading strategy and vocabulary acquisition.

DOI: https://doi.org/10.46296/yc.v10i19.0925

SHARED READING STRATEGY AND VOCABULARY ACQUISITION

ESTRATEGIA DE LECTURA COMPARTIDA Y ADQUISICIÓN DE

VOCABULARIO

1

2

Chimba-Ronquillo Cristian Xavier ; Beltrán-Semblantes Marco Paúl

1

Unidad Educativa Fiscomisional La Inmaculada UELI. Latacunga, Ecuador.

Correo: cxchimba@uelainmaculada.edu.ec.

2

Universidad Técnica de Cotopaxi. Latacunga, Ecuador. Correo: marco.beltran@utc.edu.ec.

Resumen

Este trabajo de investigación involucró a estudiantes de séptimo grado de la Unidad Educativa

Santa Mariana de Jesús. El objetivo principal fue evaluar cómo esta estrategia de lectura

compartida podría contribuir al desarrollo de vocabulario en estudiantes jóvenes. El estudio

incluyó una población de 26 estudiantes, de 10 y 12 años, tanto hombres como mujeres. Todos

los estudiantes participaron en la investigación, la cual proporcionó datos específicos y del mundo

real para su análisis. Se utilizó un enfoque de investigación de campo para comprender los

desafíos reales que enfrentan los estudiantes en el aprendizaje de vocabulario. Además, se

implementó un diseño pre-experimental para estructurar las intervenciones y controlar las

variables, garantizando resultados más precisos. Por lo tanto, esta investigación presentó

resultados cuantitativos medibles. Durante las clases, se implementó la estrategia de lectura

compartida, combinando la enseñanza guiada con el trabajo en parejas. El docente introdujo

inicialmente estrategias de lectura para facilitar la comprensión de los estudiantes, incluyendo

actividades interactivas y la comprensión de vocabulario. A esto le siguió la colaboración

estudiantil mediante la relectura, fomentando el trabajo en equipo y la participación activa. Para

medir la efectividad de la estrategia, se utilizó el Cambridge Pre-A1 Starters Test. Una prueba

previa evaluó el vocabulario inicial y la comprensión lectora de los estudiantes, mientras que una

prueba posterior evaluó el progreso después de las intervenciones. Los resultados de las

evaluaciones se calificaron en una escala de 10 puntos. Finalmente, se demostró una mejora

significativa en la adquisición de vocabulario. Todos los estudiantes completaron ambas

evaluaciones, y se utilizó la prueba de rangos con signo de Wilcoxon debido a la distribución no

normal de las puntuaciones del postest. El análisis estadístico confirmó el impacto positivo de la

estrategia de lectura compartida. Los hallazgos respaldan la lectura compartida como un enfoque

eficaz para mejorar la adquisición de xiii vocabulario de los estudiantes, enfatizando el valor de

las prácticas guiadas y colaborativas en la enseñanza de idiomas.

Palabras claves: adquisición de vocabulario, aprendizaje colaborativo, instrucción guiada por el

profesor, lectura compartida, segunda lengua (L2).

Abstract

This research work involved seventh-grade students at Unidad Educativa Santa Mariana de

Jesús. The primary objective was to evaluate how this shared reading strategy could contribute

to vocabulary development in young students. The study included a population of 26 students,

both male and female, aged between 10 and 12. All students participated in the research, which

provided specific and real-world data for analysis. A field research approach was used to

understand the real challenges students face in vocabulary learning. Furthermore, a pre-

experimental design was implemented to structure the interventions and control variables,

ensuring more accurate results. Therefore, this research presented measurable quantitative

results. During the classes, the shared reading strategy was implemented, combining guided

teaching with pair work. The teacher first introduced reading strategies to facilitate student’s

understanding, including interactive activities and vocabulary comprehension. This was followed

by student collaboration through rereading, encouraging teamwork and active participation. To

measure the strategy's effectiveness, the Cambridge Pre-A1 Starters Test was used. A pretest

assessed students' initial vocabulary and reading comprehension, while a posttest evaluated

Información del manuscrito:

Fecha de recepción: 13 de abril de 2026.

Fecha de aceptación: 11 de junio de 2026.

Fecha de publicación: 10 de julio de 2026.

94

Chimba-Ronquillo et al. (2026)

progress following the interventions. The results of the assessments were graded on a 10-point

scale. Finally, a significant improvement in vocabulary acquisition was demonstrated. All students

completed both assessments, and the Wilcoxon signed-rank test was used due to the non-normal

distribution of posttest scores. Statistical analysis confirmed a positive impact of the shared

reading strategy. The findings support shared reading as an effective approach for enhancing

students' vocabulary acquisition, emphasizing the value of guided and collaborative practices in

language teaching.

Keywords: collaborative learning, second language (L2), shared reading, teacher-guided

instruction, vocabulary acquisition.

Dessemontet et al. (2024) mentioned

1. Introduction

that the purpose of this study was to

analyze whether shared reading of

This research focused on the

implementation of the shared reading

strategy to support vocabulary

acquisition in EFL students. The

study was guided by a review of

scientific articles that emphasized

the effectiveness of this strategy in

texts

helps

improve

listening

comprehension in students with

intellectual disabilities (ID), in

addition to identifying which teaching

strategies are the most effective.

Therefore, 19 previous studies were

reviewed that included 67 students

with ID, some of whom used

alternative communication systems

to express themselves. Using a type

of analysis that allows combining

results from several studies, it was

found that shared reading has a

clearly positive effect on listening

comprehension in these students,

regardless of whether they need

support to communicate. The results

indicate that children's participation

in this shared reading process

enhances their reading skills,

building confidence in each of them.

Campos et al. (2024) stated that this

promoting

the

learning

and

expansion of vocabulary through

collaborative reading activities. The

following section presented previous

studies that validated the positive

impact of shared reading on

vocabulary development. Twenty-

seven families from the Head Start

program in the U.S. participated,

recording

themselves

reading

"Giraffes Can not Dance" at home.

The results showed that parents

used few dialogic reading strategies,

with great variability among them,

and focused primarily on common

words (Level 1), highlighting the

need to train them in effective

study parents

analyzed

how

interactive

reading

techniques.

participated in shared reading with

Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 10, Número 19 (Ed. jul – dic. 2026) ISSN: 2697-3456

Shared reading strategy and vocabulary acquisition.

their children without prior instruction

and evaluated the effect of a brief

intervention to improve these

practices. Four families with children

aged 4 to 5 years old who did not

have any diagnosed disorders

participated in this study. Home

recordings were used to observe

their shared interactions and

measure their use of language

strategies before and after the

intervention. Four aspects of natural

reading were identified: physical 2

space, contact with the book,

narrative style, and emotional

comprehension. On the other hand,

students who worked with

conventional teaching did not show

significant

progress

in

their

the

knowledge,

confirming

effectiveness of this methodology.

Ahzarisham and Yasin (2020)

mentioned that this research study

aimed to evaluate the effectiveness

of shared reading in positively

developing reading comprehension

in fifth-grade students. The sample

was focused on students with

difficulties in comprehending texts

and

identifying

tests,

information.

formative

connection.

showed increased strategy use,

language development, and

The

interventions

Diagnostic

assessments, field information, and

unstructured interviews were used as

data collection instruments. The

results demonstrated progress in

children's participatory development,

highlighting the importance of

guiding families in these practices.

Hayati et al. (2022) argued that the

purpose of this study was to evaluate

the importance of the shared reading

strategy in the comprehension of

narrative reading texts among

second-year high school students. A

quasi-experimental approach was

applied, in which a reading test was

used to analyze the results. This

study demonstrated that students

who used the shared reading

reading

comprehension,

as

evidenced by the students' progress

between the pre-test and post-test. It

was recommended that future

interventions be reinforced with

strategies such as pre-teaching

vocabulary, the use of visual aids,

and reading aloud with good

intonation. Lase et al. (2024)

researched that this research work

showed that the application of the

shared reading strategy had a

positive impact on the reading

comprehension of eighth grade

strategy significant

showed

improvements in their reading

96

Chimba-Ronquillo et al. (2026)

students. The main purpose was to

skills such as pronunciation and

reading concentration.

improve this skill through

a

quantitative methodological

approach. In the first part, several

students presented difficulties in

achieving the proposed level of

comprehension, indicating a limited

mastery of reading. However, with

the application of the strategy, a

2

. Methodology

Materials

To carry out this research work,

various resources were considered,

including human resources, 7th-

progressive

performance

improvement in

was analyzed,

grade

students

from

Unidad

Educativa Santa Mariana de Jesús,

and authorities. Moreover, teaching

materials such as books, notebooks,

pens, paper, markers, slides,

worksheets, and so on were used.

Technological resources such as

achieving that all students reach the

established standards. This strategy

favored textual comprehension and

also strengthened vocabulary and

facilitated the identification of key

structures. Hutabarat et al. (2017)

computers,

the

internet,

and

analyzed of

stimulating each student's mind and

providing effective feedback.

the

importance

television were also employed.

Finally, special attention was paid to

obtaining parental approval through

letters of commitment, obtaining

assistance from authorities, and

obtaining special collaboration from

students at the research site.

Therefore, it was defined that the

shared reading strategy improved

reading

comprehension by

team analysis,

encouraging

identification 3 of main ideas and key

details in the different texts. This

analysis was conducted with seventh

grade students. This strategy

fostered motivation, critical thinking

and creativity in English language

learning. The results showed that this

methodology optimized academic

performance and also strengthened

Methods

Research approach: In this research,

a quantitative method was used.

Vega et al. (2014) argued that it is

characterized by the collection and

analysis of numerical data with the

purpose of answering one or more

research questions, as well as

97

Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 10, Número 19 (Ed. jul – dic. 2026) ISSN: 2697-3456

Shared reading strategy and vocabulary acquisition.

testing

previously

established

organized collection of original data,

both quantitative and qualitative, in

real-life contexts, this methodology

hypotheses. This approach relied on

measurement, counting, and the

frequent use of statistical tools to

seeks

to

address

and

specific

accurately

patterns

identify

within

behavioral

population.

phenomena

generate

a

knowledge that enriches both

professional and academic fields.

Variables are defined and measured

in a specific context, and the data

Type of research /Research

design

obtained

are

analyzed

using

statistical techniques. For this

reason, the quantitative approach

This research work was conducted

using an exploratory approach, as it

provided a deeper and more detailed

understanding of the needs students

face in vocabulary learning. This type

of study allowed us to examine little-

known or insufficiently analyzed

aspects, facilitating the identification

of potential areas for improvement in

teaching methods and vocabulary

acquisition. To carry out this process,

a pre-experimental design was

applied, which provided a structured

framework composed of specific

rules and procedures. This design

not only guided the planning of the

intervention but also made it possible

to control variables and measure

their effects, thus generating relevant

and useful data for analyzing the

phenomenon more precisely.

was most

considered

the

appropriate, as it facilitates objective

measurement

generalizations

performance

and

about

based

allows

for

student

on

representative samples.

Modality

This research work was field-based,

as the data were obtained through

interactions between students, the

teacher, and their environment,

which revealed the various problems

and difficulties faced by seventh-

grade students. This research work

was conducted in a school with a

group of students. Harvey and Spee

(

2023) argued that field research

focuses on key environments where

exchanges between academic

researchers and practitioners are

facilitated, allowing for direct

interaction with reality. Through the

98

Chimba-Ronquillo et al. (2026)

Techniques and tools

test) to analyze the effects of the

implemented strategy. Both the

pretest and the post-test were

graded on a scale of 10 points. The

study focused on Parts 1, 2, 3, 4, and

Shared reading is an effective

pedagogical strategy that combines

teacher guidance with student

collaboration to strengthen reading

comprehension. Through guided

reading, the teacher models skills

such as intonation, identifying key

5

of the Reading and Writing section

of the exam. Each part consisted of

five questions and was designed to

assess

specific

reading

ideas,

and

inference,

while

and

comprehension and vocabulary

skills. In Part 1, students were

required to mark a tick or a cross

depending on whether the sentences

explaining

vocabulary

encouraging active participation.

Subsequently, pair work is

encouraged, where students reread

and discuss the text. This not only

reinforces their comprehension but

also enables collaborative learning: if

one student is unfamiliar with a word

or does not understand a part of the

text, their partner can offer help,

creating an environment of mutual

support. This dynamic not only

improves reading comprehension,

but also vocabulary, fluency, and

confidence in reading aloud and

sharing ideas (Hutabarat et al.,

correctly

matched

the

image

presented. In Part 2, they looked at

an image, read several sentences,

and answered "yes" or "no"

accordingly. In Part 3, they arranged

jumbled letters to form words related

to a given image. Part 4 included a

short text with 21 missing words,

which students completed by

selecting appropriate words from a

choice box. Finally, in Part 5,

students observed an image and

completed

sentences

using

2017). To develop this research, data

vocabulary that matched the visual

context.

were obtained from the Cambridge

Pre-A1 Starters Test, which was

administered in a school setting. The

entire group received an initial

pretest to identify their prior reading

comprehension level. This was

followed by a final assessment (post-

Procedure

The data collection procedure

consisted of seven sessions in which

the teacher applied the strategy to

seventh-grade students at Unidad

99

Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 10, Número 19 (Ed. jul – dic. 2026) ISSN: 2697-3456

Shared reading strategy and vocabulary acquisition.

Educativa Santa Mariana de Jesús.

The first session was used for the

pretest, seven classes for strategy

development, and the last for the

posttest. It is important to mention

that the first, third, fifth, and seventh

sessions were planned for two

pedagogical hours. The lesson plans

were adapted to the institution's

curriculum, so the general objective

focused on teacher continuity in

classes, and the specific objectives

addressed the application of the two

variables of the research work. In the

first session, the teacher began with

a dynamic activity to engage the

students and create a positive

environment. The topic of the simple

past tense with regular verbs was

then introduced. The teacher used

visual aids and gestures to present

the content in an accessible way,

encouraging student participation

through questions and simple

examples. As the class progressed,

the students identified a reading with

verbs in the past tense. With the

teacher's help, they identified verbs

and analyzed new vocabulary. The

students participated orally and in

writing, first through guided activities

and then through teamwork. In

negations and interrogatives, and

then compared their answers with

the entire class. To conclude the

class, the teacher led a brief oral

review activity in which the students

answered questions using regular

verbs in the past tense. In the second

session, the difference between

regular and irregular verbs in the past

tense was introduced, using a variety

of strategies to support student

comprehension. Particular emphasis

was placed on the shared reading

strategy using the book People from

History, where two characters were

selected for the teacher to read aloud

while the students followed along,

pausing to identify new vocabulary

and underline the past tense verbs.

This activity allowed students to

contextually identify verbs and

encouraged active and collaborative

participation, which was then

complemented during group practice

by classifying verbs and transforming

affirmative sentences into negative

ones and vice versa. 22 In the third

session, the topic "Famous People

and Important Events in the Past"

was developed, focusing on reading

comprehension with the recognition

and use of past tense verbs. The

shared reading strategy was again

important: the teacher guided the

groups, reformulated

they

sentences, converting them into

100

Chimba-Ronquillo et al. (2026)

reading aloud of a text about

historical people while the students

followed along attentively. Strategic

pauses were used to explain new

reading process culminated in a

writing activity. An image of

Balthazar Ushca was used, and

students wrote short stories in the

past tense, using the newly learned

vocabulary. This assessed reading

comprehension and encouraged

written work. In the fifth session, the

topic "Exploring History through

Guided Reading: The Story of

Pompeii" was developed, integrating

diverse skills with a strong focus on

vocabulary

through

gestures,

pictures, or examples, allowing

students to understand the content

without the need for translation.

Students worked in pairs to further

develop the strategy. This strategy

encouraged the acquisition of new

vocabulary and also the identification

of past-tense verbs, which were

subsequently classified and used by

the students to form sentences, thus

improving their written and oral skills.

The fourth session focused on

reading

comprehension

development.

and

vocabulary

Once

again, the shared reading strategy

took center stage: after individual

silent reading with an emphasis on

identifying unfamiliar vocabulary, the

teacher guided a reading aloud of the

Understanding

Stories:

Guided

Reading to Build Vocabulary in the

Past Tense. The strategy of shared

text,

pausing

to

work

on

reading

strengthened as a key component of

vocabulary development and

continued

to

be

understanding important new words.

Students participated by repeating

them aloud, which reinforced both

pronunciation and memorization of

new vocabulary. Collaborative work

in pairs also enhanced vocabulary

discussion before receiving the

teacher's explanation. In the sixth

session, the topic "Guided Reading

in Past Simple Tense" was

understanding of the simple past

tense. Through reading the book

People from History, the teacher

read aloud, selecting two characters,

while the students actively followed

along. Pauses were used to identify

and explain vocabulary. This strategy

was complemented by guided

reading, in which students read aloud

and the others followed along to

continue reading in sequence. The

introduced,

and

reading

comprehension and past simple

tense skills were further developed

through guided reading. A text called

101

Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 10, Número 19 (Ed. jul – dic. 2026) ISSN: 2697-3456

Shared reading strategy and vocabulary acquisition.

"

A Day at the Beach" was used. As

their pronunciation both chorally and

individually. The combination of

the text was read aloud, students

followed along, underlining the past

tense verbs. This shared reading

activity was complemented by

music,

reading,

and

oral

communication helped students

better understand the topic and

motivated them to participate at

every turn.

cooperative

activities,

where

students classified 23 verbs in the

present and past tenses and also

identified whether they were regular

or irregular. Students then made

sentences with the classifications.

Finally, students took turns reading in

pairs, and the teacher provided

feedback on the activity. In the

seventh session, the topic "Learning

Irregular Verbs through Guided

Reading of a Song: "A Busy

Weekend" was introduced. This

phase combined shared reading,

Population

The population that conducted this

study were 7th-grade students from

Unidad Educativa Santa Mariana de

Jesús. The research population

consisted of 26 students with an

average age between 10 and 12

years old. This group consisted of 11

females and 15 males. Furthermore,

the entire group used the shared

reading strategy, which facilitated the

analysis of the qualitative data.

listening

comprehension,

and

vocabulary development. Based on

the analysis of song lyrics, the guided

reading strategy was applied with a

playful and contextualized approach.

Through silent reading by the

students, the teacher read the song

aloud, focusing on unfamiliar verbs

and vocabulary. The text was then

explained with simple examples and

constant checks for understanding.

In addition, the students' cooperative

work allowed them to recognize and

classify verbs, write them with their

meaning in Spanish, and practice

3

. Results and discussion

Analysis and discussion of the

results

This chapter provides a more

detailed understanding of the results

obtained from the pretest and

posttest

administered

to

26

participants at Unidad Educativa

Santa Mariana de Jesús. The

objective was to evaluate the

effectiveness of the interventions

102

Chimba-Ronquillo et al. (2026)

through a statistical comparison of

the scores obtained before and after

the program. The tables generated

using SPSS software are analyzed

and interpreted below.

results obtained are not affected by

incomplete data. This allows for a

valid comparison between the two

measurements (before and after the

intervention), confirming that the

improvements or changes observed

naturally reflect the effect of the

Analysis: The table shows that the 26

participants evaluated completed

both

pretest

and

posttest

assessments without losing any

data, ensuring that the study

maintained the total sample size

throughout the evaluation process.

Interpretation: The absence of

missing cases is a positive aspect of

this evaluation, as it confirms that the

intervention

themselves.

on

the

students

0

.05. This indicates that the data

Analysis: This test was used to

determine whether the data had a

normal distribution, which was

necessary to decide which type of

statistical analysis to apply. • In the

pretest, the significance values (p =

were normal. • In the posttest, the

Shapiro-Wilk value was p = ,022,

which is less than 0.05. This

indicates that the posttest data were

abnormal. Interpretation: Since one

of the measurements did not conform

to normality, it was decided to use a

,

200 and ,239) were greater than

103

Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 10, Número 19 (Ed. jul – dic. 2026) ISSN: 2697-3456

Shared reading strategy and vocabulary acquisition.

nonparametric statistical analysis. In

this case, the Wilcoxon signed-rank

test was used. This test is

appropriate for comparing two

related measurements when the data

are not abnormal.

improved. Scores ranged from 2.4 to

Analysis: Comparing the pre- and

8.8,

indicating

poor

student

post-intervention

scores,

the

performance on the pre-test. Scores

ranged from 7.2 to Statistical Pre-test

following are detailed: • Increase in

mean: From 5.20 to 8.71, which

shows an improvement in the overall

average. • Reduction in range: From

Post-test

Mean

5,200

8,708

Minimum 2,4 7,2 Maximum 8,8 10,0

Range 6,4 2,8 27 10, indicating high

student scores on the post-test. The

range narrowed to 2.8, indicating that

a total of 26 students improved their

final grades.

6.4 to 2.8, which means that the

difference between the lowest and

highest scores was reduced.

Interpretation: These data show that

the students' overall average

104

Chimba-Ronquillo et al. (2026)

Interpretation: According to the data,

all students improved on the posttest.

Analysis: This table details the

students who improved, worsened,

or remained the same in the posttest

compared to the pretest. It follows

that the positive range is 26 students

who improved after the interventions.

These

results

reflected

an

improvement across all students,

demonstrating a positive impact of

the intervention on all students.

between the pretest and posttest

results. In statistical terms, this

Analysis and Interpretation: This

table shows the results of the

Wilcoxon statistical test, which was

used to compare the scores obtained

by the students before (pretest) and

after (posttest) implementing the

shared reading strategy. The

analysis resulted in a Z value of -

indicates

that

the

observed

improvement was not due to chance,

but rather a real and significant

change.

Therefore,

the

null

hypothesis is rejected, and the

alternative hypothesis, which states

that the strategy implemented was

effective, is accepted.

4

.461 and a significance level of p <

001. This “p” value is less than 0.05,

which means there is a difference

.

105

Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 10, Número 19 (Ed. jul – dic. 2026) ISSN: 2697-3456

Shared reading strategy and vocabulary acquisition.

so

a

nonparametric test (the

This table summarizes the results of

the hypothesis test on the effect of

the shared reading strategy on

Wilcoxon test) was used to compare

both situations. The improvement

was evident in all aspects, as all

students obtained positive results in

the posttest. Furthermore, the

statistical analysis confirmed that this

improvement was not due to chance

vocabulary

acquisition

among

seventh-grade students at the

Unidad Educativa Santa Marianita de

Jesús. The null hypothesis, which

suggests that the strategy has no

effect on vocabulary acquisition, was

evaluated using a related-samples

analysis of variance. The test

showed a significance level of less

than 0.001, below the predefined

threshold of 0.05. Therefore, the null

hypothesis is rejected. This rejection

indicates evidence that the shared

reading strategy has a significant

effect on students' vocabulary

acquisition.

(p < .001) but was directly related to

the interventions implemented. From

a numerical perspective, the overall

average increased from 5.20 in the

pretest to 8.71 in the posttest. This

increase of more than 3 points

indicates considerable

a

improvement in the students'

academic

results

performance.

support the

These

study's

hypothesis, demonstrating that the

interventions were effective in

improving students' performance and

Discussion

development

acquisition.

in

vocabulary

these

The results of this research work

demonstrate that the interventions

implemented had a positive and

Furthermore,

results may be consistent with

previous research demonstrating

that the shared reading strategy can

have a positive impact in similar

contexts (Ahzarisham & Yasin,

significant

effect

on

student

performance. Firstly, it was verified

that all students participated in both

stages of the research (pretest and

posttest), which confirmed the

validity of the analysis. When

observing the normality of the data, it

was found that the posttest scores

did not follow a normal distribution,

2020).

106

Chimba-Ronquillo et al. (2026)

4

. Conclusiones

on students' vocabulary acquisition.

All participants improved their

performance, as confirmed by the

Wilcoxon test. This strategy was both

effective and equitable, benefiting all

students equally and demonstrating

its applicability as an effective

teaching resource.

This research work concluded that

the shared reading strategy offered

significant benefits for vocabulary

acquisition among English as a

foreign language (EFL) student. This

strategy allowed for guided and

contextualized expression of new

words, facilitated students' correct

Bibliografía

pronunciation, and created

collaborative environment

a

that

Ahzarisham, R. A., & Yasin, R. M.

encouraged student participation,

which favored long-term retention of

(

2020). Improving Pupils’

Reading Comprehension by

Using Shared Reading.

Innovative Research and

Development, 9(3).

https://doi.org/10.24940/ijird/2

20/v9/i3/MAR20052

acquired

vocabulary.

Through

we

classroom

interventions,

concluded that shared reading was

an effective strategy for addressing

students' reading comprehension

weaknesses. The pretest and

posttest helped us verify the

students' vocabulary gaps and the

0

Axatovna, S. F. (2024). LANGUAGE

LEARNING AND LANGUAGE

TEACHING APPROACHES.

American Of

Philological Sciences, 4(3),

3-45.

Journal

4

results

obtained

after

the

https://doi.org/10.37547/ajps/

Volume04Issue03-08

interventions. Guided activities,

teacher-student interaction, and

student group work improved text

comprehension, especially with

regard to the meaning of unfamiliar

vocabulary in context, helping to

reduce dictionary dependence and

promoting reading autonomy. The

comparison of results between the

pretest and posttest determined the

impact of the shared reading strategy

Campos, L. G., Benitez, P., Aceituno

da

Costa,

A.

C.

R., &

(2024).

Domeniconi,

Shared reading: Interaction

between parents and children

in

Psychological Studies, 41(4),

4.

https://doi.org/10.1590/1982-

275202441e210015

a

natural

setting.

1

0

107

Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 10, Número 19 (Ed. jul – dic. 2026) ISSN: 2697-3456

Shared reading strategy and vocabulary acquisition.

Dakhalan, A. M., & Tanucan, J. C.

2024). The Direct Method in

Language Teaching:

Literature Review of Its

Effectiveness. Lingeduca:

Francisco, A. B. (2024). THE

(

METHOD IN EDUCATION TO

THE PEDAGOGUE JOHN

DEWEY. Revista Brasileira de

A

Educação,

Cultura

e

Journal of Language and

Education Studies, 3(2), 130-

Linguagem, 8(17), 51-67.

https://doi.org/10.61389/rbecl.

v8i17.8985

143.

https://doi.org/10.70177/linge

duca.v3i2.1354

Harvey, W. S., & Spee, A. P. (2023).

Walking the tightrope of

academic and practitioner

expectations in field research.

Sage Journal, 55(5), 769-789.

https://doi.org/10.1177/13505

076231213176

Dessemontet, R. S., Geyer, M.,

Linder, , A. L., Atzemian,, M.,

Martinet, C., Meuli, N., . . . de

Chambrier, A. F. (2024).

Effects of shared text reading

for students with intellectual

disability: A meta-analytical

Hayati, I., Sakti, G., Roza, V., &

Safitri, W. (2022). The Effect

Of Shared Reading Strategy

review

of

instructional

strategies.

Research

Educational

on

Students

Reading

Review,

44.

Comprehension In Narrative

Text at The Second Grade of

SMPN 2 X Koto Tanah Datar

In The Academic Year

2021/2022. JURNAL SOSIAL

https://doi.org/10.1016/j.edure

v.2024.100615

Dewi, R. M., Utami, I., & Pratiwi, N.

(

2023).

IMPLEMENTATION

DIRECT METHOD

THE

OF

IN

HUMANIORA

DAN

PENDIDIKAN, 2(3), 68-75.

https://doi.org/10.51903/educ

ation.v2i3.275

TEACHING ENGLISH FOR

ST GRADE STUDENTS.

1

Universitas

Ganesha,

Pendidikan

30(1).

Hutabarat, B. A., Pohan, A. E., &

Adam.

Effectiveness

(2017).

of

The

Shared

https://doi.org/10.23887/ls.v3

i1.45718

0

Reading Strategy toward

Filia, D., Ade, H., & Desti, A. (2023).

Emerging Students’ Literary

Experience and Reading

Motivation through Shared

Students’

Achievements.

SAXON,

https://doi.org/10.33373/anglo

.v8i1.986

Reading

ANGLO-

75-82.

8(1),

Reading.

VOKASI RAFLESIA, 3(2), 46-

1.

https://doi.org/10.53494/jpvr.v

i2

PENDIDIKAN

Khair, N., Rafik-Galea, S., Yasin, F.,

Md Noor, M., & Armum, P.

5

(2025).

Enhancing

Reading

3

Preschoolers'

108

Chimba-Ronquillo et al. (2026)

Fluency

through

Shared

Reading with

Decodable

Texts: A Quasi-Experimental

Study. INTERNATIONAL

JOURNAL OF RESEARCH

AND INNOVATION IN

SOCIAL SCIENCE, 9(3).

https://doi.org/https://dx.doi.or

g/10.47772/IJRISS.2025.903

00204

Khojamuratov, R. (2022). Using

communicative approach in

the learning process. English

Language and Literature

Department,

174-

175.

https://doi.org/10.47689/innov

ations-in-edu-vol-iss1-pp175-

176

Lase, S. J., Laoli, A., Zebua, E. P., &

Telaumbanua, Y. A. (2024).

Increasing The Students’

Ability

In

Reading

Comprehension By Using

Shared Reading Strategy At

The Eighth Grade Of SMP

Negeri 3 Gunungsitoli In

2022/2023.

Journal

on

Education,

6(4).

https://doi.org/10.31004/joe.v

6i4.5882

Nasri,

C.

(2022).

Effective

Teaching

Vocabulary

Strategies to Enhance EFL

Learners’ Reading Abilities: A

Case Study. Journal of

Education,

Innovation,

Linguistics,

Language

Applied

66-78.

and

1(2),

https://doi.org/10.37058/jelita.

v1i2.5196

109