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ERIC Number: EJ871891
Record Type: Journal
Publication Date: 2010-Feb
Pages: 9
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0268-2141
Paired Reading: A Structured Approach to Raising Attainment in Literacy
MacDonald, Pam
Support for Learning, v25 n1 p15-23 Feb 2010
Competency in reading is a key factor in literacy attainment. If pupils can read proficiently this allows them to access the curriculum in all subjects and helps them to become confident, successful, motivated learners. Paired reading has long been recognised as an effective approach for supporting reading in schools. It helps to build relationships and encourages self-esteem and motivation. By the pupil reading aloud, either independently or in tandem with their partner, they gain confidence and research suggests that fluency and accuracy improve. However, for pupils who have gaps in their phonological knowledge this approach has limited success as it relies almost exclusively on visual or auditory memory. This research looks at a more structured approach to paired reading that combines both the "look-say" approach (whole word recognition) of the more traditional paired reading programmes with phonic teaching, to create a tool to improve reading. (Contains 2 tables.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A