Embedded Files
The Partner Reading strategy is a protocol that can be used to support reading fluency. As described in this introductory article, reading fluency is a combination of reading accuracy, reading rate and prosody. Reading fluency is also the bridge between decoding (learning to read) and comprehension (reading to learn).
In the following article, you will learn more about
what Partner Reading is
how to set up Partner Reading
the benefits of Partner Reading
As the name suggests, Partner Reading is a protocol that is used by two students who support each other. Partners take turns reading the same piece of text. Both students are active participants. As one partner reads, the other partner listens, marks errors and also gives feedback. Partner Reading follows a set of defined steps, as explained below.
How to Setup Partner Reading
Two students are paired together. Fuchs, Fuchs and Burish (2000) suggests that partners should be roughly at the same level, and one slightly ahead of the other. The partners should be named Partner A and Partner B. Teachers should choose a text that is at instructional level for both students, that is a text that is not too easy, or too difficult for both to read.
Preparation:
3 copies of the same text: one labelled Reader’s Copy, one with Partner A’s name on it, and one with Partner B’s name on it. Give Partner A the paper with Partner B’s name on it and give Partner B the copy with Partner A’s name on it.
A timer/stopwatch
A blue pen
A red pen
Reading Graphs for each partner
Step 1: Cold Read - 1 minute each. Blue Pen.
Partner A goes first and reads for one minute. Partner B listens quietly and marks on the paper with a blue pen any mistakes that Partner A makes. Errors such as mispronunciations, substitutions, and omissions should be marked. The last word read by Partner A at one minute should also be indicated and noted.
Partner B should show Partner A’s paper to him/her and explain the mistakes he made.
Partner B reads from the Reader’s Copy for one minute, while Partner A listens and marks any errors on Partner B’s paper with a blue pen.
Partner A shows Partner B’s marked up copy to him/her and explains any errors made.
Step 2: Warm Read - 2 minutes each
Partner B goes first. Partner B reads from the Readers Copy for two minutes. Partner A listens and corrects any mistakes that Partner B makes while he/she is reading, ( i.e. feedback is given during the 2 minutes). Partner B rereads the section where he/she made errors and continues to read until 2 minutes are up.
Partner A goes second. Partner A reads from the Readers Copy for two minutes. Partner B gives feedback and Partner A corrects errors simultaneously. Partner A stops after 2 minutes of reading.
Step 3: Hot Read - 1 minute each. Red Pen.
Partner A goes first. Partner B listens quietly and marks any errors made on Partner A’s paper with a red pen. Partner B marks the last word read at one minute.
Then Partner B shows Partner A any mistakes he/she made.
Partner B goes next. Partner A listens quietly, marks any errors with a red pen, and marks the last word read at one minute.
Partner A explains to Partner B any mistakes that he/she made.
Step 4: Recording Cold and Hot Reads on their graphs (record keeping)
Each student counts correct words per minute for both their cold read and their hot read. To get the correct words per minute score, subtract the number of errors from the number of words read in total. Students mark their cold read using a blue pen and their hot read using a red pen.
Total number of words read in one minute - number of errors = correct words per minute
Total words - errors = CWPM
Benefits of Partner Reading
This strategy includes repeated reading. In fact, the text is read 6 times in total by the end of the protocol. Repeated reading is known to build fluency.
Once the strategy is learned, it becomes a 10 minute, easy-to-facilitate activity
Both partners are equally active participants
Typically, comprehension of the text that is being read increases
Students are motivated when they can see their own reading rates improve (on their charts)
Once students learn the strategy, they can do it on their own.
Teachers are facilitators and can monitor all students as they read
Students are appropriately challenged
Different levels of text can be given to different pairs of students so they are all reading at their instructional level
Bibliography
Fuchs, D., Fuchs, L., & Burish, P. (2000). Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement. Learning Disabilities Research and Practice, 15(2), 85-91.
Saenz, L., Fuchs, L., & Fuchs, D. (2005) Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities. Exceptional Children, (71).
Page updated
Report abuse