A comparative study of paired-reading techniques using parents as tutors to second-year junior school children

Abstract

This paper describes a study which compares the effectiveness of 'classical' paired reading with simultaneous and independent reading over a period of nine weeks using parent tutors with second-year junior children. The results confirm the indications from other largely non- controlled studies that the classical approach is superior to other variations of paired reading. Of importance is the finding that the less able reader appears to benefit to a greater extent than the more able reader from being tutored in reading by a parent, especially in the long-term.