The Impact of Paired Reading on Elementary Reading Scores

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The Impact of Paired Reading on Elementary
Reading Scores
ByJennifer GrayScott Castle
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Introduction

• No Child Left Behind
• Close the achievement gap
• Encourage best practice as determined by research
• Flexibility
• Schools have to make adequate yearly progress in
  different subjects
• Reading is one such subject

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One of the Solutions

• Parent Volunteers

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Literature Review

• Volunteers in the classroom
• Lonenen study
• Knowsley Reading Study
• Steirer Study

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Paired Reading

• Reader picks out high interest book in reading
  level
• Tutor and reader begin to read together out loud
  reading at the readers pace
• When reader is comfortable will signal for tutor
  to stop reading
• If word is not corrected in 5 seconds then tutor
  supplies the word and start the process over
  again.

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Paired Reading Studies

• Bushell, Miker and Robson
• Paired Reading used at home with parents
• Showed significant improvement on reading
  accuracy scores
• Fiala and Sheridan
• Paired Reading used at home
• Showed significant improvement on reading scores

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The Problem

• Matthews effect which states that successful
  readers continue to be successful while
  struggling readers continue to struggle
• No Child Left Behind has called all schools to
  make Adequate Yearly Progress for all students in
  reading.
• With limited resources and higher needs of
  children how can we make each child succeed.

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Our Research Project

• Our research project will investigate the impact
  of classroom parent volunteers acting as reading
  tutors using the Paired Reading program on scores
  of struggling third grade readers

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Sample Size

• Two schools similar in size and socio-economic
  status
• Third Grade Title One Students
• One group will receive Paired Reading tutoring
  (Experimental group)
• Other group will receive no extra instruction
  outside of what is provided by classroom teacher
  (Controlled group)

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Method

• Both groups will be given Developmental Reading
  Assessment in the fall and spring
• Experimental group will receive Paired Reading
  tutoring four days a week for 20 minutes at a
  time.
• Reading tutoring will begin as soon as
  assessments are done but no later than October 1st

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Analysis

• Scores will be assessed in both groups for amount
  of improvement shown between fall and spring
  assessment
• Those scores will then be compared to each other
  to determine if parental Paired Reading tutoring
  impacts reading scores.

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References

• Accountability