ABSTRACT
This chapter describes Paired Reading and Thinking (PRT), a method within a subject, developed by Keith Topping. Research showed Paired Reading (PR) with self-chosen books was highly effective, including in the long term, and PRT was an extension to PR. PRT goes beyond PR by deepening dialogue about the book, the tutor asking questions to ensure understanding. This is scaffolded by four levels of prompt questions of increasing difficulty. Effects of PRT include an elementary school study comparing PRT with PR. PRT tutees did better in thinking, but (surprisingly) tutors did not. A study of cross-age peer tutoring of PRT in secondary school showed tutee reading comprehension increasing by much greater than normal expectations. Theoretical underpinnings were originally behavioral psychology but later dialogic reading. The structure of PRT covered three Stages (Before, During, After Reading), 13 Activities, four Levels, 21 Sub-categories, 21 Tips for Tutors and four levels of Prompt Sheets. No examples were given because of the nature of PRT. Initial training for PRT is brief and is described. Extensions of PRT are summarized – PRT can operate with non-fiction books in any area of the curriculum. References and Bibliography conclude the chapter.
