Paired reading: promise and pitfalls

Publisher Website
Google Scholar
Abstract
Increasingly ‘home‐school’ co‐operation is recognized as important in optimizing children's progress in all aspects of learning. The involvement of parents (and other adult caregivers) in improving their children's attainments in, and attitudes towards, reading is a field of applied research gaining increasing attention. There are many variants on this theme. One that is receiving increasing attention in Britain is known as ‘paired reading’. The approach capitalizes on parent and child reading together at home for a specified period each day using a two‐phase technique. The rationale on which the strategy is based is outlined. Evidence from empirical studies is presented. From the research results, the considerable initial promise of ‘paired reading’ is indicated. There are also a number of associated pitfalls that potential users should note. The strategy is not the panacea that some of its more fervent advocates have suggested. On balance, it merits the attention of those interested in minimizing children's reading difficulties. ‘Paired reading’ contains potential for many developments, but care is needed.

This publication has 4 references indexed in Scilit: