|dc.description.abstract||The purpose of this research was to determine the effectiveness of a Paired
Reading Scheme as a strategy to develop the reading ability of year 7 pupils. Particular
attention was paid to the extent that reading age deficits had been reduced and the
reaction of sixth form students, trained in the Better Reading Partnership Scheme, to the
effectiveness of the scheme.
The study included a comparison between data obtained from diagnostic reading
tests and the views of sixth form students trained in the Better reading Partnership
Scheme. The views of a proportionate sample of sixth form students was researched in
greater depth to give an element of triangulation.
The data was collected by the means of a diagnostic reading test, administered at
the start and end of the scheme, to year 7 pupils and by means of a personally delivered
questionnaire. The further views of a smaller subgroup of sixth form students were
gained using structured interviews. All respondents were given the opportunity to make
additional comments pertinent to the focus of the study.
The results of the diagnostic reading tests were analysed and cross-referenced to
the questionnaire and interview evidence. Reference was also made to the literature
available on the subject.
The results of the research showed that the reading age deficits of year 7 pupils
receiving reading support had been reduced. It was indicated that the majority of sixth
form students felt that the Paired Reading Scheme was a good idea and should be
extended throughout the school.
The main conclusions of the study were that the Special Needs Department would
be better suited to provide the individual support that year 7 pupils with reading ages
below the age of 8 years need. For pupils with reading ages of between 8 and 10 years the
paired reading scheme was particularly successful in reducing their reading age deficits.
Aspects of the training of year 12 students need more emphasis, the organisation and
structure of the paired reading scheme needs to be reviewed, reading material needs to be
classified and the importance of the support of teaching staff needs to be reiterated.||en_US