Parents as reading tutors for first graders in Brazil

This study was a controlled evaluation of the use of the Paired Reading (PR ) technique with first grade children and their parents in Brazil. Control group children took books home to read with their parents, but had no PR tr aining. Although similar at pre-test, Paired Reading children were signific antly superior in comprehension at post-test, especially in relation to the deeper complexities of the logical sequence and meaning of the text. Auton omous reading fluency also appeared to be higher for the Paired Reading gro up. The subjective feedback from experimental parents, teachers and childre n was very positive. There were indications that the affective and self-eff icacy components of PR were particularly important, and that the interventi on helped to alter the conceptualisation, ethos and practices of education in the home.