Originally published in 1994. Without sufficient skill in reading, secondary education is virtually impossible. Yet many pupils reach this point with reading skills far below those which would enable them to benefit from the texts put before them. This book gives teachers of 9 to 14 year olds a readily accessible and simple account of how peer-tutoring can be organised to elevate the reading performance of low-achieving readers. The book outlines the various options available to teachers including relaxed or shared reading with a partner; paired reading using 'reading together' and 'reading alone' techniques; and the more rigorous 'pause, prompt and praise' techniques for those pupils needing more sustained and systematic support.
Preface 1. introduction 2. Why Peer-tutoring? 3. Setting up a Peer-tutoring Scheme for Shared Reading or Relaxed Reading 4. Paired Reading 5. Pause, Prompt and Praise: Its Origins and Development 6. Pause, Prompt and Praise: The Procedures 7. Training Tutors and Tutees 8. The Underlying Research, Part One – Shared Reading and Paired Reading 9. The Underlying Research, Part Two – Pause, Prompt and Praise 10. The Underlying Research, Part Three – Comparison and Other Studies 11. Evaluating Your Project 12. Sources of Further Information about Peer-tutoring
Biography
Frank Merrett
