Paired Reading
Sam Winter · Educational Psychology in Practice · 1996
Summary Previous research in paired reading (PR) suggests that while many tutors do not use the technique as trained, they nevertheless prove to be as successful in tutoring as those who do. The implication in that where PR works, it is because of factors other than the tutoring procedures that are being applied. New research is reported that reveals an important role for content coverage in determining PR reading outcomes, with tutoring procedures only important insofar as they impact on the amount covered, and with compliant tutors actually doing a disservice to their tutees. Beyond these factors, student characteristics at pre‐test and post‐test appear to influence reading outcomes.