2. Peer Tutoring For Reading Accuracy and Fluency

3. Reading fluency is defined as ‘oral reading which is accurate and smooth, and where decoding is effortless’. (King 2006)

4. How to Enhance Reading Fluency Opportunities to practise reading Opportunities to practise reading Repeated reading Repeated reading Modelled oral reading Modelled oral reading Graded Reading Scheme Graded Reading Scheme Sight Words Sight Words Direct Instruction and Strategy Training Direct Instruction and Strategy Training

5. Peer Tutoring Models Peer Tutoring Models Same Ability Peers Same Ability Peers Mixed Ability Peers Mixed Ability Peers Pupils with learning difficulties as tutors Pupils with learning difficulties as tutors ‘The Reading Partner Scheme’ Dr. Mary Nugent (NEPS) 2008

6. Reading Partner Scheme How does it work? 4 sixth class pupils – ‘tutors’ or ‘helpers’ 4 sixth class pupils – ‘tutors’ or ‘helpers’ 4 second class pupils –‘tutees’ or ‘learners’ 4 second class pupils –‘tutees’ or ‘learners’ 3 months (review thereafter) 3 months (review thereafter) 20mins- 4 days a week (After 11.15 break) 20mins- 4 days a week (After 11.15 break) Books from graded reading scheme Books from graded reading scheme

7. Pupil Selection ‘Tutors or Helpers’ Reading skills – delayed in comparison to mainstream or weak in comparison to classroom peers ‘ Tutees’ or ‘Learners’ Pupils who are not receiving L/S who would benefit from daily 20 min ‘reading partner’. Sten Score 4 – 5 Percentile Rank 15 - 30

8. Training the Tutors 2 weeks – 10 mins a day 2 weeks – 10 mins a day Rationale of ‘partner reading’ explained Rationale of ‘partner reading’ explained Training Procedures (Yarrow and Topping 2001) Training Procedures (Yarrow and Topping 2001) - Explanation Reading Steps Card Reading Steps CardReading Steps Card - Demonstration - Clarification - Practice - Monitoring - Coaching and reinforcing

9. Reading Partner Session Helper reads first, modelling fluent reading and learner Helper reads first, modelling fluent reading and learner reads the same passage. (3 – 5mins) Flashcards – Words in text that are difficult for both pupils are recorded and flashcards are made later Flashcards – Words in text that are difficult for both pupils are recorded and flashcards are made later Sight Words – Tutor makes note of difficult words during reading on ‘sight word sheet’ Sight Words – Tutor makes note of difficult words during reading on ‘sight word sheet’ Sight Words Sheet Sight Words Sheet Games played with sight words Games played with sight words

10. Reading Selection Varied – fiction and non-fiction Varied – fiction and non-fiction Graded Reading Scheme – progression Graded Reading Scheme – progression Learner input Learner input - books should not be too easy or too difficult N.B. – Instructional Reading Level is reading between 90% and 95% N.B. – Instructional Reading Level is reading between 90% and 95%

11. Benefits of Scheme Paired readers progress at about 4.2times the ‘normal’ rates in reading accuracy during the initial period of commitment (Topping 2001) Paired readers progress at about 4.2times the ‘normal’ rates in reading accuracy during the initial period of commitment (Topping 2001) Improved reading ability of both ‘tutee’ and ‘tutor’ (Winter 1996; Topping 1998) Improved reading ability of both ‘tutee’ and ‘tutor’ (Winter 1996; Topping 1998) Extensive evidence of improved social behaviours, including more positive attitudes to other students, better school attendance, improved self-esteem and social confidence (Nugent 2008) Extensive evidence of improved social behaviours, including more positive attitudes to other students, better school attendance, improved self-esteem and social confidence (Nugent 2008)

12. Recommendations for Whole Class Application SPHE – SPHE – –Strand: Myself and the wider world –Strand Unit: Developing Citizenship  ‘Living in the local community’  The child should be enabled to - Practise ways of working together and of developing a sense of belonging - ‘taking particular responsibilities in class’ - ‘making individual contributions’ - ‘working together for common good’ English –English – - Strand: Receptiveness to language - Strand Unit: Reading: developing strategies The child should be enabled to - self-correct reading errors - developing reading skills through engaging with reading material appropriate to his/her stage of development