Peer Supported Reading

1. Pair students for reading activity

1.1. Pair higher performing student with lower performing student. Reading level difference should not be too great.

1.2. Be mindful of social considerations and choose students who will work well together.

1.3. Maintain student pairs for 3-4 weeks.

2. Select appropriate reading material

2.1. Material should be at lower performing student's reading level.

2.2. Begin with short passages while students learn the procedure

3. Roles

3.1. Tutee/reader

3.1.1. Reads passage aloud

3.2. Tutor/listener

3.2.1. Corrects reader errors

3.2.2. Asks reader questions after reader finishes the passage

3.2.3. Provides positive feedback

4. Procedure

4.1. Stronger student (tutee/reader) reads passage aloud

4.2. Tutor/listener listens for and corrects errors

4.3. Tutor/listener asks reader questions about passage.

4.4. Students switch roles at a predetermined time (every paragraph, page, 5 minutes, etc.)

4.5. Optional: Students switch roles and re-read the same passage

4.5.1. Lower level reader has just heard the passage. Reading a familiar passage is more comfortable and promotes fluency.

4.5.2. Repeated reading promotes fluency

5. Procedural Skills to teach students.

5.1. Listening for errors

5.1.1. Omitting a word

5.1.2. Saying the incorrect word

5.1.3. Mispronouncing a word

5.1.4. Pausing more than 4 seconds

5.2. Providing feedback and corrections

5.2.1. "Stop. You missed a word (said the wrong word, mispronounced a word). Can you figure it out?"

5.2.2. "The word is ____. What word? Reread the sentence."

5.3. Asking appropriate questions

5.3.1. What is the story about?

5.3.2. What is happening now?

5.3.3. What do you think will happen next?