ABSTRACT
Paired Reading was initially used in Derbyshire by a few educational psychologists with individual children who showed persistent reading difficulties. The main study showed Paired Reading to have a statistically significant effect upon reading accuracy when carried out for a mean time of 7.6 hours over a six-week period. The gains in reading ages were similar to those found in other Paired Reading studies, that is, at least two and a half to three times the 'normal' rate of progress for children with similar reading difficulties. The educational psychologist offered to be available to assume any role which the school thought most useful in implementing Paired Reading for parents. The implication is that the reading materials and the child's confidence should be such that the child will progress to a stage of reading a high proportion of words independently.
