Effect of difficulty levels on second-grade delayed readers using dyad reading

The authors investigated how far above a poor reader's instructional level dyad reading should be used to promote the greatest growth in reading level , word recognition, comprehension, and rate. Fifty-one poor readers were id entified and randomly assigned to 1 of 3 experimental groups: (a) dyad read ing at their instructional reading level, (b) dyad reading 2 grades above t heir instructional reading level; and (c) dyad reading 4 grades above their instructional reading level. For 95 days/sessions, all groups read 15 min daily during their classroom recreational reading time. They all improved w ith dyad reading regardless of the difficulty levels of materials. Results suggest that the difficulty level of materials used for dyad reading may ma ke a difference in student progress.