ABSTRACT
Paired Reading and Pause, Prompt and Praise strategies involve very different error-correction strategies. The first provides immediate and total support in an attempt to minimise punishing events during reading. The second provides delayed and partial support in an attempt to encourage self-correction strategies, shown by M. M. Clay to be a powerful predictor of reading progress. Class teachers and the peripatetic reading teacher of the local authority junior school concerned were asked to make a list of all second, third and fourth years they felt would make broader overall progress were they to receive parental tuition in reading. Teacher questionnaires before and after the workshop were available for nine of the twelve children whose parents took part. The psychologist or workshop organiser has chosen a technique for the parents and children involved. Peripatetic reading teachers, other parents, volunteers, or headteachers can successfully provide back-up anywhere in school.
