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Paired Reading


Research suggests that by pairing a weak reader with a stronger reader and by discussing the text and reading aloud independently, simultaneously or in tandem, reading will improve. This approach is based on modelling, prompting, encouragement and praise rather than on actively teaching words.


All Moat School pupils take part in the ‘paired reading’ technique with a member of staff or an older pupil on a weekly basis. Paired reading is also referred to as cross-age tutoring, shared reading and guided reading, and has been shown to benefit both the tutor and the tutee.

Paired Reading and Dyslexia

Paired reading has been shown to be effective with dyslexic pupils in the improvement of decoding and fluency.  It also encourages an interest in reading both inside and outside of the classroom. This benefits dyslexic pupils as they typically struggle to find pleasure in reading.  As a result, both the pupil’s interest in reading and their skill level increase.

Benefits for the weaker reader include:

  • Improved reading attainment

  • Increased interest in reading

  • The ability to work at their own pace

  • Increased socialisation

  • Increased self-esteem

  • A sense of responsibility and accomplishment

  • Improved reading attainment

  • Improved listening and speaking skills

  • Increased motivation to read outside of school

  • Increased sense of identity as a school community member

Benefits for the stronger reader include:

As pupils engage in paired reading, their self-correction, reading comprehension and confidence increase.  Research has also shown that paired reading correlated with a strong improvement in participants’ accuracy and speed. This is one of many techniques used to teach reading at The Moat School