Abstract:

This study aimed to research the significance of using shared reading approach on improving KG students’ reading comprehension. The research was implemented with five students from KG2 who attend government kindergarten in Sharjah, United Arab Emirates. The research followed a mixed methods research design, considering both quantitative and qualitative data. A reading comprehension rubric and cloze test were used as quantitative data collection tools to masseur the students’ comprehension progress. An observation note was considered to observe students’ interaction while implementing the shared reading approach and recorded the occurrences of behaviors. A rating scale were utilized to further explore the students’ interactions. Additionally, an interview investigated English teachers’ perspectives about the shared reading and their outlook on its significant and strategies. Graphs were used to compare students’ progress. The findings showed a significant growth in students’ comprehension abilities. Results from reading comprehension rubric and cloze tests exhibited a substantial increase in comprehension. Observation notes and rating scale results showcased a positive improvement in students’ interaction skills. Implications from this study indicate the positive effects of using the shared reading approach to improve the students’ comprehension. Therefore, it is encouraged to further explore the impact of this approach on students with autism spectrum disorders (ASDS), and the students’ fluency skills

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