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A comparative study of paired reading techniques using parent, peer cross-age tutors with second year junior school children

Diaper, G. R (1989) A comparative study of paired reading techniques using parent, peer cross-age tutors with second year junior school children. Doctor of Philosophy (PhD) thesis, University of Kent. (doi:10.22024/UniKent/01.02.86185) (KAR id:86185)

Abstract

This study compares the effectiveness of "classical paired reading with simultaneous and independent reading over a period of eight weeks using parent tutors

with second year junior children from two schools in Southeast England. Two groups of second year junior children were also tutored by their peers and by cross-age fourth year junior children respectively using the 'classical approach. Each group comprised 15 pupils paired with 15 tutors. A

control group received normal reading tuition within the classroom context. The effectiveness of the reading technique was measured after nine weeks and after one year in terms of reading accuracy, reading rate and comprehension by the Edinburgh Reading Test. Qualitative data were obtained from the completion of structured questionnaires by parents, children and teachers. The relevance to paired reading of other variables is also examined. In particular conceptual tempo, an aspect of cognitive style, as measured by Kagan's Matching Familiar Figure Test, attitude to reading and to school, and estimate of own reading ability as measured by the Dundee Attitude to Reading Test (ATR2 Global). The results confirm the indications from other largely 'non'-controlled studies that the 'classical" approach is superior to other variations of paired reading. In the present study the group tutored by parents in 'classical' paired reading was significantly superior to the other experimental groups and the control. The use of peer group tutors in a junior school context also received substantial empirical support from the study; the use of cross-age tutors less so. Both conceptual tempo and the attitude dimensions of the DART are shown to be associated with progress in reading accuracy and comprehension. Also of importance is the finding that the less able reader appears to benefit to a greater extent than the more able reader from being tutored in reading by either parent or child, especially in the long-term context.

Item Type: Thesis (Doctor of Philosophy (PhD))
DOI/Identification number: 10.22024/UniKent/01.02.86185
Additional information: This thesis has been digitised by EThOS, the British Library digitisation service, for purposes of preservation and dissemination. It was uploaded to KAR on 09 February 2021 in order to hold its content and record within University of Kent systems. It is available Open Access using a Creative Commons Attribution, Non-commercial, No Derivatives (https://creativecommons.org/licenses/by-nc-nd/4.0/) licence so that the thesis and its author, can benefit from opportunities for increased readership and citation. This was done in line with University of Kent policies (https://www.kent.ac.uk/is/strategy/docs/Kent%20Open%20Access%20policy.pdf). If you feel that your rights are compromised by open access to this thesis, or if you would like more information about its availability, please contact us at ResearchSupport@kent.ac.uk and we will seriously consider your claim under the terms of our Take-Down Policy (https://www.kent.ac.uk/is/regulations/library/kar-take-down-policy.html).
Uncontrolled keywords: Learning to read
Subjects: B Philosophy. Psychology. Religion > BF Psychology
H Social Sciences > HM Sociology
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: Divisions > Directorate of Education > School of Education
SWORD Depositor: SWORD Copy
Depositing User: SWORD Copy
Date Deposited: 29 Oct 2019 16:32 UTC
Last Modified: 14 Feb 2022 12:53 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/86185 (The current URI for this page, for reference purposes)

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