1. PAIRED READING PLANNING – PEER TUTORING A. CONTEXT AND OBJECTIVES 1. Objectives of project 2. Support from colleagues/outside agencies 3. Problems specific to the school

2. B. MATERIALS 1. Readability – how checked or controlled? 2. Choosing – who does, how freely? 3. Sources – reading scheme, school library, special collection, public library, home, etc. 4. Access – as frequent as contact?

3. C. SELECTION AND MATCHING OF CHILDREN 1. Background factors – maturity, work habits, gender balance? 2. Age – same age or cross age? 3. Numbers – pairs, to what total? 4. Reading ability – tutor/tutee differential? 5. Relationships – pre-existing? 6. Child preference – accept to what degree? 7. Spare tutors/tutees – to cover absence? 8. Parental agreement – necessary?

4. D. ORGANISATION OF CONTACT 1. Time – class time, break time or both; fixed or various? 2. Place – classroom, leisure or play area, or other? 3. Duration – 15, 20, 30 minutes? 4. Frequency – 3, 4, 5 x weekly? 5. Project period – 6, 8, 10 weeks?

5. E. a) CHILD TRAINING – ORGANISATION 1. Grouping – one group/two groups? 2. Venue – date/time/place? 3. A/V equipment – available/working? 4. Reading material – controlled for practice? 5. Practice space – check seats/noise levels

6. E. b) CHILD TRAINING – CONTENT 1. Verbal instruction 2. Demonstration 3. Practice 4. Feedback 5. Coaching 6. Written instruction 7. Organisational details 8. Contracting

7. F. SUPPORT AND MONITORING 1. Self-referral – to whom? 2. Observation – by teacher and/or child(ren)? 3. Self-recording – by tutor/tutees/both? 4. Discussion – group/individual, tutors/tutees, separate or not?

8. G. FEEDBACK 1. Collation of information – variously for staff and children 2. Feedback to children – verbal/written/audio- visual? 3. Feedback from children – group/individual/ verbal/ written? 4. Further decisions/contracting – continue/ reduce/ change?

9. H. EVALUATION 1. Current practice – continue to compare to baseline? 2. Comparisons – of project progress with ‘normal’ expectations/baseline/control group? 3. Normative testing – group/individual, accuracy/comprehension? 4. Qualitative testing – error analysis/informal reading inventory/Cloze procedure/high frequency words ? 5. Subjective views – verbal or written, group or individual? Tutors/tutees/teachers? 6. Monitoring information – were organisation/technique OK?