Paired Reading as a method of reading intervention in Irish primary schools: an evaluation

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dc.contributor.authorLee, Laura
dc.contributor.authorSzczerbinski, Marcin
dc.date.accessioned2021-07-29T14:18:17Z
dc.date.available2021-07-29T14:18:17Z
dc.date.issued2021-05-31
dc.date.updated2021-07-28T15:44:19Z
dc.description.abstractThe use of individual tutoring as a method of educational instruction has been prevalent for several decades. One popular tutoring practice is Paired Reading, a reading support technique specifically designed for non-professionals. The accessible nature of Paired Reading makes it an attractive option for schools who wish to capitalise on support offered by community members. This paper reports a multi-faceted evaluation of a Paired Reading programme with primary school children experiencing reading fluency and comprehension difficulties as tutees and university students as volunteer tutors. Tutees engaged in one-on-one reading support sessions with tutors for either 5 or 8 weeks, with each session including 20 min of reading. Although there was no evidence to suggest that Paired Reading improved tutee's reading performance, feedback from tutees and tutors indicated the programme was an extremely positive experience. School staff also welcomed the subjective benefits of the programme. Parents of Paired Reading tutees reported a range of positive observed changes in the reading behaviours and attitudes of their children. This study builds on and contributes to work in the reading support literature, highlighting Paired Reading as a wide-ranging experience offering both tutees and tutors a variety of benefits spanning academic, social, and leisure domains.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationLee, L. and Szczerbinski, M. (2021) 'Paired Reading as a method of reading intervention in Irish primary schools: an evaluation', Irish Educational Studies. doi: 10.1080/03323315.2021.1927797en
dc.identifier.doi10.1080/03323315.2021.1927797en
dc.identifier.eissn1747-4965
dc.identifier.issn0332-3315
dc.identifier.journaltitleIrish Educational Studiesen
dc.identifier.urihttps://hdl.handle.net/10468/11608
dc.language.isoenen
dc.publisherRoutledge - Taylor & Francis Groupen
dc.rights© 2021,the Authors. Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercialNoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectPaired Readingen
dc.subjectReading fluencyen
dc.subjectReading comprehensionen
dc.subjectReading interventionen
dc.subjectTutoringen
dc.titlePaired Reading as a method of reading intervention in Irish primary schools: an evaluationen
dc.typeArticle (peer-reviewed)en
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