An evaluation of the paired reading program using competency-based training

Examined the effectiveness of the Paired Reading (PR) method, using a competency-based training program with 52 parents of 2nd and 3rd graders receiving Chapter 1 services and 4th graders who received Chapter 1 services the year before. Overall reading improvement was assessed using difference scores obtained on the Paragraph Reading subtest of the Gray Oral Reading Test. Child and parent perceptions of the child's reading skills and reading habits were also assessed. Ss in the PR condition did not improve more than Ss in the control condition on overall reading scores. The small subset of Ss who completed the program did improve more in their overall reading scores than their matched controls. A post-hoc analysis indicated that 2nd and 3rd graders who were receiving Chapter 1 services in school improved in their overall reading scores and that 4th graders who no longer were eligible for Chapter 1 services did not show improvement. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Authors citation
Miller, B. V., & Kratochwill, T. R.
Publication
School Psychology International, 17(3), 269–291
Year of Study
1996
Subject
Literacy
Program Evaluated
Paired Reading method
Tutor Type
Parent
Duration
8 weeks
Sample size
46
Grade Level(s)
2nd Grade,
3rd Grade,
4th Grade
Student-Tutor Ratio
1
Effect Size
-0.18
Study Design
Randomized Controlled Trial
Miller, B. V., & Kratochwill, T. R. (1996). An evaluation of the paired reading program using competency-based training. School Psychology International, 17(3), 269–291. https://doi.org/10.1177/0143034396173003