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The student reads aloud in tandem with an accomplished reader. At a student signal, the helping reader stops reading, while the student continues on. When the student commits a reading error, the helping reader resumes reading in tandem.

Materials:

Preparation:

The teacher, parent, adult tutor, or peer tutor working with the student should be trained in advance to use the paired-reading approach.

Steps in Implementing This Intervention:

Step 1: Sit with the student in a quiet location without too many distractions. Position the book selected for the reading session so that both you and the student can easily follow the text.

Step 2: Say to the student, "Now we are going to read aloud together for a little while. Whenever you want to read alone, just tap the back of my hand like this [demonstrate] and I will stop reading. If you come to a word you don't know, I will tell you the word and begin reading with you again.".

Step 3: Begin reading aloud with the student. If the student misreads a word, point to the word and pronounce it. Then have the student repeat the word. When the student reads the word correctly, resume reading through the passage.

Step 4: When the child delivers the appropriate signal (a hand tap), stop reading aloud and instead follow along silently as the student continues with oral reading. Be sure occasionally to praise the student in specific terms for good reading (e.g., "That was a hard word. You did a nice job sounding it out!").

Step 5: If, while reading alone, the child either commits a reading error or hesitates for longer than 5 seconds, point to the error-word and pronounce it. Then tell the student to say the word. When the student pronounces the error-word correctly, begin reading aloud again in unison with the student.

Step 6: Continue reading aloud with the student until he or she again signals to read alone.

References

Topping, K. (1987). Paired reading: A powerful technique for parent use. Reading Teacher, 40, 608-614.

Jim's Hints

Consider Using Paired Reading for Peer Tutoring or as a Parent Strategy. Paired reading is a highly structured but simple strategy that can easily be taught to others-including to school-age children and youth. If you have a pool of responsible older students available you may want to create a cross-age peer tutoring program that uses paired reading as its central intervention. Or train parents to use this simple reading strategy when they read with their children at home.

# data[].attributes.attachment_link.description
The student reads aloud in tandem with an accomplished reader. At a student signal, the helping reader stops reading, while the student continues on. When the student commits a reading error, the helping reader resumes reading in tandem. The teacher, parent, adult tutor, or peer tutor working with the student should be trained in advance to use the paired-reading approach.

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An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.

For more, please see the WWC Glossary entry for improvement index.

An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.

A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.

The sample on which the analysis was conducted.

The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.

The timing of the post-intervention outcome measure.

The number of students included in the analysis.

The mean score of students in the intervention group.

The mean score of students in the comparison group.

The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.

The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.

The name and version of the document used to guide the review of the study.

The version of the WWC design standards used to guide the review of the study.

The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or>Does Not Meet WWC Design Standards.

A related publication that was reviewed alongside the main study of interest.

Study findings for this report.

Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.

The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.

ESSA Tier 1 indicates strong evidence and ESSA Tier 2 indicates moderate evidence, as defined in the non-regulatory guidance for ESSA and the regulations for ED discretionary grants (EDGAR).

# data[].attributes.attachment_link.description
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention. For more, please see the WWC Glossary entry for improvement index.