This chart provides an explanation of the different types of reading that children will experience in a normal school day

 

 

Shared ReadingGuided ReadingIndividual readingPaired Reading
When?Shared reading takes place during a daily literacy lesson. Shared writing may be taught in its place.Guided reading will take place every day in classrooms. Those who are not working directly with the teacher will be given a planned reading activity to take part in. The aim of every Guided Reading session is to encourage and extend independent reading skills.Individual reading will take place as often as possible in classrooms. Parents are encouraged to come into classrooms to hear children read. Classes may also run ‘group reading’ sessions where a small group of children read the same text together, taking it in turns to read aloud individually. It is often difficult for teachers to hear children read individually as it requires a minimal amount of teaching.Sometimes called reading buddies. This will take place as frequently as the teacher deems appropriate. It may form part of the literacy session, or be used as a follow on activity after a guided reading session.
OrganisationThe teacher works with the whole class or with groups of children by sharing one text with them. This will often be a big book with enlarged print, or a text displayed on the interactive white board.Children are usually taught in small groups or no more than 6. The children are grouped on the basis of their reading ability, but may not stay in these groups. The session will last approximately 20 mins and would usually take the format of 5 mins reading and 15 minutes discussion. One child reads to an adult. The child acts as story teller and has an opportunity to display their verbal skills. When a child has selected a book that at a higher reading level than their own, the adult will read the book to the child. Children read to a partner either from their class or in a different class.
What happens?  Why?The teacher will model fluent, expressive reading, and will encourage groups of children or individuals to read aloud or alongside. The teacher will introduce and model the use of reading strategies that children can use in their own reading. This will then be reinforced through guided reading sessions, reading buddies and in literacy activities.
The teacher will plan direct instruction so that children can develop their vocabulary, understand spelling patterns and strategies and learn to decode and encode texts.
The text chosen will be at a higher level than the children’s individual reading book. This may take the form of a story, information text, a simple sentence, or sometimes a picture. The teacher will have read the text in advance. The teacher identifies specific reading strategies on which to focus, determined by the needs of the children and evidence from previous sessions and plans opportunities during the session for the children to respond. The teacher will encourage children to use taught strategies to decode new texts.The child will make links between the written language and the illustrations to help them decode the text and aid to guess at unfamiliar words.

The child may want to discuss the text and comment on own experiences, likes and dislikes.
Paired reading provides opportunities fro children to display their reading skills, develop a passion for reading and sharing stories socially with their friends and with adults. 
Lead by?
This is a whole class / group activity.  The teacher will encourage the children to demonstrate their comprehension by responding to the text. They will be encouraged to give reasons for this answer and use the text and illustrations to aid this.

The adult leads the session, preparing the children for reading, reinforcing reading strategies, giving focused attention to individuals as they read independently and guiding response to the text.

Could be lead by child or adult.

Children take it in turns to play ‘teacher’. Children follow the words with a stick and help each other to use taught strategies to decipher texts.