Paired
reading is a method of peer tutoring aimed at developing fluency,
accuracy and confidence.This video shows a demonstration of the Paired
Reading approach developed by Keith Topping currently being used with a
small group of students in room 6. It shows the reading together and
reading alone interactions between the pair. There are other parts of
the paired reading programme which target comprehension through
discussion, questions and answers and vocabulary through repetition of
unknown words.
Pairs sit together where both can easily see the book. The tutee chooses a book that interests them. The book should be within their instructional level or just beyond so that they are working at a level that they could not work at independently.
This is OK because tutors support tutees through the difficult parts of the text by Reading Together -- both members of the pair read all the words out loud together. The tutor changes their speed to match that of the tutee, while giving a good model of competent reading. The tutee controls the pace by pointing to the words.
The pair agrees on a sign for the tutor to stop Reading Together -- this could be a tap, knock or squeeze by the tutee. In this video. The tutee taps the page when she wants to read alone. When the pair gets to an easier section of text the tutee signals and the tutor stops reading out loud, whilst praising the tutee for being confident. Sooner or later while Reading Alone the tutee makes an error, which they cannot self-correct within 4 seconds. The tutor tells the tutee the word, they repeat it and then the tutor joins back in Reading Together until the tutee signals again. The pair switches from Reading Together to Reading Alone many times during a session.
Topping, K., Miller, D., Thurston, A., McGavock, K., & Conlin, N. (2011). Peer tutoring in reading in Scotland: thinking big. Literacy(1), 3. doi: 10.1111/j.1741-4369.2011.00577.x
Pairs sit together where both can easily see the book. The tutee chooses a book that interests them. The book should be within their instructional level or just beyond so that they are working at a level that they could not work at independently.
This is OK because tutors support tutees through the difficult parts of the text by Reading Together -- both members of the pair read all the words out loud together. The tutor changes their speed to match that of the tutee, while giving a good model of competent reading. The tutee controls the pace by pointing to the words.
The pair agrees on a sign for the tutor to stop Reading Together -- this could be a tap, knock or squeeze by the tutee. In this video. The tutee taps the page when she wants to read alone. When the pair gets to an easier section of text the tutee signals and the tutor stops reading out loud, whilst praising the tutee for being confident. Sooner or later while Reading Alone the tutee makes an error, which they cannot self-correct within 4 seconds. The tutor tells the tutee the word, they repeat it and then the tutor joins back in Reading Together until the tutee signals again. The pair switches from Reading Together to Reading Alone many times during a session.
Topping, K., Miller, D., Thurston, A., McGavock, K., & Conlin, N. (2011). Peer tutoring in reading in Scotland: thinking big. Literacy(1), 3. doi: 10.1111/j.1741-4369.2011.00577.x
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