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Reading in pairs, a peer tutoring programme to improve reading comprehension and speaking with family involvement.
GRAI, Research Group of Peer Learning
http://grupsderecerca.uab.cat/grai
WHAT IS LLEGIM EN PARELLA?

An educational programme promoted by "Grup d'Aprenentatge entre Iguals" (GRAI) of UAB.
It is based on peer tutoring: two non-professional individuals, who learn through a structured activity.
Tutors, because of teaching is one of the best ways to learn.
Tutees, because they receive a permanent and adjusted help from the tutor.
The programme combines peer tutoring in class among the students and also at home with family members.
The activities (reading, reading comprehension and speaking) are highly structured and gradually allow more flexibility of use.

OBJECTIVES

-To improve reading comprehension and speaking.
-To increase cooperation among the students.
-To promote family involvement.
-To provide inclusive methodologies for the teachers.
-To encourage teachers' network.
PEER TUTORING
-To recognise the differences among the students as a positive element: a strategy for inclusive education.
-The relevance of tutors learning by teaching in the peer tutoring programme: preparing the activity sheet before the session, PPP during the session and creating materials for the tutees.
-Permanent and adjusted aid for tutees.
1. Conceptual basis
FAMILY INVOLVEMENT
-The importance of family involvement to improve children's results and quality of centres.
-The continuum and coherence between centre and home.
-Volunteers for SNE (other family members, older students...
should not substitute parents)
READING COMPREHENSION
Programmes with:
-original and different types of text,
-deep questions,
-different types of answers.
-Activities before, during and after reading.
SPEAKING
To increase the time to speak English among the students.
TEACHER'S TRAINING
-Teacher's network and collaborative work among teachers.
-To offer students a model of cooperative work.
-To introduce sustainable innovations in the centres.
-To increase the individual students' attention.
Development

-24 sessions (centre and home); ½ hour,twice a week at primary and secondary level.
-Same or cross age.
-Fixed or reciprocal role.
-Activities sheets (support of the structure interaction): different types of texts and authentic texts. Deep comprehension questions and diversity of answers.
-Activities sheets created by tutors for their tutees.
-PPP (Pause, prompt and praise).
-Pair self-assessment every 4 sessions.
-Initial training with children and families.
-Adaptations for SNE : time, materials, teacher support.

Activity sheet
REQUIREMENTS
-To carry out the programme two years with the commitment of the management team.
-Two teachers from every centre every year.
-To work in the centres' network because these are spaces in which teachers create knowledge, experience, evaluate and spread innovative experiences that promote educational change.
- Three face to face sessions and network through moodle platform.
-Visits between centres.

ADVANTAGES
1. Teacher's role in classroom:

-To increase the individual (or pairs) attention time: every student has attention, teachers can help them more quickly).
-To focus on teacher's attention to pairs whose teachers know their needs.
-To observe and take notes.
-To share teaching with colleagues.

2. Real changes in classrooms and centres.

3. Sustainability of the innovations.

4. Working in collaboration with every centre and with other centres.

5. Offer a model of cooperative work in classroom.

2. Description and development
3. Teacher training
4. Results 2012-13
-Collaborative research (R+D) based on observation and analysis of the results of the centres.
-Centres have the results and they can use them to know their situation and plan new strategies.
-The importance of research to evaluate and improve the programme.

1. Catalunya
-LLegim en parella
(2006-present)
(6-47 centres)
-Reading in pairs
(pilot 2013-14)

2. Aragò
Leemos en pareja
(2008-2012)
(5-10 centres)

3. Navarra
Leemos en pareja
Bikoteka Irakurtzen
(2012-present)
(10-15 centres)

4. Euskadi
Bikoteka Irakurtzen
(2009-present)
(11-75 centres)

5. Illes Balears
Llegim en parella
(2009-2012)
(5-7 centres)
What, where and when?
Objectives
Conceptual basis
Description and development
Teacher training
Results 2012-13

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Reading in pairs, a peer tutoring programme to improve reading comprehension and speaking with family involvement.GRAI, Research Group of Peer Learninghttp://grupsderecerca.uab.cat/grai WHAT IS LLEGIM EN PARELLA?

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Secundària Institut Escola Sant Joan de les Abadesses

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Original soundtrack

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Original soundtrack

# data[].attributes.attachment_link.authors[].name
Secundària Institut Escola Sant Joan de les Abadesses

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Secundària Institut Escola Sant Joan de les Abadesses

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1r ESO (7th grade)

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READING IN PAIRS: School Year 2014-2015
Teacher's involved in this project:
Neus Claret
Eva Povedano
Carme Maderthaner

Paired reading is a research-based fluency strategy used with readers who lack fluency. In this strategy, students read aloud to each other. When using partners, more fluent readers can be paired with less fluent readers, or children who read at the same level can be paired to reread a story they have already read. Paired reading can be used with any book, taking turns reading by sentence, paragraph, page or chapter.

Implementing the strategy

1. Introduce the students to the Paired Reading strategy. This includes:

Establishing a routine for students to adopt so that they know the step-by-step requirements for engaging in paired reading (i.e. Will they read out loud, simultaneously? Will they take turns with each person reading a paragraph? a page? Or will one person read while the other person listens?).

Teaching students an error-correction procedure to use when supporting each other's reading (i.e. re-reading misread words; signals for difficulty).

Modeling the procedure to ensure that students understand how to use the strategy.

2. Ask students to begin reading in pairs and adjust reading speed if reading simultaneously so they stay together.

3. Have students offer feedback and praise frequently for correct reading. (PPP)

4. Monitor and support students as they work.

Resumint, dins el marc del programa Reading in Pairs, els alumnes han treballat una fitxa d'activitats anomenada Chocolate Brownies (un postre típic anglès). Com activitat final, han dut unes postres elaborades per ells mateixos que diria que ens han fet més agradable la lectura.
El programa Reading in Pairs consisteix en llegir textos en anglès amb parelles d'estudiants. Un d'ells actua de tutor de l'altre. Aquesta interacció entre alumnes té com objectius els de millorar la competència lectora i la pràctica de l'anglès oral. De moment només hi participen en anglès a 1r d'ESO (podeu veure les fitxes i escoltar els listenings de les activitats al tema 5 del seu curs de Moodle), tot i que aquest mateix programa s'ha fet en cursos anteriors en català a diferents nivells.

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READING IN PAIRS: School Year 2014-2015 Teacher's involved in this project: Neus Claret Eva Povedano Carme Maderthaner Paired reading is a research-based fluency strategy used with readers who lack fluency. In this strategy, students read aloud to each other.