ABSTRACT
Researchers, within the framework of peer-tutored learning strategy, have developed Paired Reading Schema to improve reading skills most, and also social skills and thinking skills, which is the most frequently adopted peer-tutored schema in the peer tutoring studies. Topping and Ehly (1998) presents Paired Reading from two aspects, Method and Organization. Method addresses the techniques students are expected to engage with in Paired Reading, such as correction, praise, reading together and so on. Organization involves how to organize this schema, such as pairing students. Tutor and tutee begin with reading together. If there is no error tutor praises tutee. They are encouraged to talk about the book and share their understanding of the book. If there is an error tutor allows four seconds for self-correction. If tutee can not self-correct the error tutor will say
1 INTRODUCTION
Paired Reading is a student-centered instruction schema with the support of peer tutoring learning strategy. With its foundation rooted in Vygotsky’s Zone of Proximal Development (ZDP), peer tutoring is a student-centered learning strategy engaging students in the learning process by means of a complementary relationship between student pairs. Vygotsky defined the zone of proximal development as the distance between the actual development level and the level of potential development (Vygotsky, 1978). He suggested that independent problem solving determine the actual development level and problem solving with the help from an adult or more skillful peers determine the level of potential development. Accordingly, Vygotsky encourages the cooperative learning activities where more capable peers offer assistance to less competent companions. Vygotsky’s zone of proximal development provides a structured theoretical implications for peer tutoring.
