Why use paired reading

With this in mind, why not let students create their own pairs for an oral reading activity? Struggling readers who prefer to read aloud with another struggling reader will be able to choose that option, while those looking to learn by example from a more fluent reader can do so as well. Choose interesting and individualized texts Paired reading allows teachers to select different texts to suit different needs, rather than trying to find one text that fits the needs of a group or even the whole class.

Educators can also allow student pairs to pick books on topics that interest them. For instance, two students who are on the same sports team might want to read a story about their particular sport, while a pair who enjoy superheroes may like to take turns reading from a comic book or graphic novel. Choose plays or dialogues for students to read aloud Reading a text aloud can feel a bit unnatural, especially for struggling readers.

However, dialogue can feel much more natural to read aloud with a partner. Future thespians may also benefit from the stage cues noted in plays to help give context to their reading. These cues can even help students connect the written material with the inflections and expressions they naturally use when speaking. Provide tips on positive, helpful peer feedback Before beginning paired reading activities, educators can hold a class discussion about positive ways to support and correct classmates.

Instead of the teacher explaining rules and suggesting phrases, students can get involved by creating a collaborative list for paired reading. Examples of rules include "No interrupting" or "Be respectful," while suggested phrases could be "You might want to try…" or "This is pronounced…" as opposed to "You're wrong.

When students who struggle with reading are reluctant to read out loud, paired reading can offer a low-pressure way to practice their skills. Fuchs, D. Learning Disabilities Research and Practice, 15 2 , Fuchs, L. Effects of peer-assisted learning strategies on high school students with serious reading problems.

Remedial and Special Education, 20 5 , Koskinen, P. Paired repeated reading: A classroom strategy for developing fluent reading. The Reading Teacher, 40 1 , Topping, K. Paired reading, spelling and writing: The handbook for teachers and parents. Continuum International Publishing Group.

Classroom Strategies Paired Reading. You only need to do 10 minutes each day, if you want. Don't do more than 15 minutes unless your child really wants to.

Do not make children do paired reading when they really want to do something else. They must do paired reading in just the same way as mum or dad. It is sometimes a good idea to let them watch it being done, so they know just what to do. Place Where should you do paired reading? Try to find a place that is quiet. Children can't read if it's noisy or there is a lot going on around them. Get away from the TV or turn it off.

Try to find a place that's comfortable. If you are not comfortable, you will both be shifting about. Then you won't be able to look carefully and easily at the book together. New Ways of Helping It's often harder for parents to learn new things than it is for children! With paired reading, the hardest things for parents to get used to are.

When your child gets a word wrong , you just tell them what the word says. Then your child says it after you. You don't make the child struggle and struggle, or 'break it up' or 'sound it out'. When your child gets words right , you smile, show that you are pleased and say "good". You don't nag and fuss about the words your child gets wrong. Give praise for: good reading of hard words, getting all the words in a sentence right, putting words right before you do and even making a good guess at a new word.