ABSTRACT
This chapter describes only that part of the research which was directly concerned with the introduction, implementation process and parents' and children's perceptions of Paired Reading. The project school is a large multi-racial social priority junior school of about 470 pupils, approximately 75 per cent of whom are of Asian origin. A number of similarities emerged between the Paired Reading and Home-School Reading groups. All of the children in the Paired Reading group were of Asian origin, as were all except one child in the Home-School Reading group. Significant progress was shown between pre- and post-tests for all groups, indicating effective teaching by the Remedial Department of the reading skills measured. A number of features of the Paired Reading model appear specifically to foster comprehension skills. The whole exercise depends on the child wanting to understand and enjoy what he or she is reading.
