ABSTRACT
This chapter aims to identify the origins of Paired Reading and to suggest some areas for its future development and evaluation. The technique was designed to meet the first requirement by being inherently flexible, so that it might adjust to children's differing reading levels and different reading strategies. The intention was to maximise reading performance regardless of the child's existing method of attack upon words, through the use of generally applicable and flexible learning principles. Paired Reading appears to improve the child's attitudes towards reading, and it creates a different and more 'partnering' role for the parent working with the child. Paired Reading was originally derived from behavioural principles. Simultaneous reading was designed as participant modelling, in which the child receives a model and a continuous prompt for correct reading, during his or her own attempt to read the words.
