{"id":1192,"date":"2011-03-09T08:13:31","date_gmt":"2011-03-09T06:13:31","guid":{"rendered":"https:\/\/webs.uab.cat\/grai\/reading-in-pairs\/"},"modified":"2025-03-12T12:20:36","modified_gmt":"2025-03-12T10:20:36","slug":"reading-in-pairs","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/grai\/en\/reading-in-pairs\/","title":{"rendered":"Reading in pairs"},"content":{"rendered":"\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Reading in pairs video (with English subtitles)\" width=\"580\" height=\"326\" src=\"https:\/\/www.youtube.com\/embed\/Y1uaeAWa6Vk?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><figcaption class=\"wp-element-caption\">Cookies should be accepted to watch the embedded video. Otherwise, it can also be watched on <a href=\"https:\/\/youtu.be\/Y1uaeAWa6Vk?si=6dZamviVhQMrDcXQ\" target=\"_blank\" rel=\"noreferrer noopener\">YouTube<\/a>.<br>Also available <a href=\"https:\/\/www.youtube.com\/watch?v=FlzqbEBLLGE\" data-type=\"URL\" data-id=\"https:\/\/www.youtube.com\/watch?v=FlzqbEBLLGE\" target=\"_blank\" rel=\"noreferrer noopener\">without subtitles<\/a> and with subtitles in <a href=\"https:\/\/youtu.be\/E--dn8Bn_Es\" data-type=\"URL\" data-id=\"https:\/\/youtu.be\/E--dn8Bn_Es\" target=\"_blank\" rel=\"noreferrer noopener\">Spanish<\/a>.<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Previous studies<\/h2>\n\n\n\n<p class=\"has-text-align-left\"><em>Reading in pairs<\/em> is based on the programme <em>Llegim en parella<\/em>, which has been implemented since 2006 in various languages: <em><a href=\"https:\/\/webs.uab.cat\/grai\/en\/reading-in-pairs\/\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/llegim-en-parella-0\" target=\"_blank\" rel=\"noreferrer noopener\">Llegim en parella<\/a><\/em> in Catalan, <a href=\"https:\/\/webs.uab.cat\/grai\/en\/reading-in-pairs\/\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/es\/leemos-en-pareja\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Leemos en pareja<\/em><\/a> in Spanish, and <em><a href=\"https:\/\/webs.uab.cat\/grai\/bikoteka-irakurtzen\/\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/bikoteka-irakurtzen\" target=\"_blank\" rel=\"noreferrer noopener\">Bikoteka Irakurtzen<\/a><\/em> in Basque.<br>It is a peer tutoring programme (which also includes family involvement) focused on the enhancement of reading comprehension and oral proficiency in English as a foreign language. It offers a range of materials designed to support the programme\u2019s context-adjusted implementation, rather than its prescriptive application.<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Conceptual bases<\/strong><\/td><td><strong>Aims<\/strong><\/td><\/tr><tr><td>Reading competence (reading comprehension and speaking) as a key competence.<\/td><td>To improve reading comprehension and oral proficency.<\/td><\/tr><tr><td>Peer tutoring as a cooperative learning method.<\/td><td>To increase cooperation among students.<\/td><\/tr><tr><td>Strategy for inclusive education.<\/td><td>To provide inclusive methodologies to teachers and schools.<\/td><\/tr><tr><td>Family involvement to improve students\u2019 learning and school quality.<\/td><td>To promote family involvement.<\/td><\/tr><tr><td>Cooperation among teachers and schools.<\/td><td>To encourage teachers\u2019 network.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Description of the programme<\/h2>\n\n\n\n<p><em>Reading in pairs<\/em> commences with an initial training session aimed at students and families to acquaint them with the foundational concepts and structure of the programme.<br>Following this, the teachers in charge organise pairs of students based on an initial assessment of their reading proficiency.<br>Over the course of approximately 15-20 sessions (lasting about half an hour each, held once a week), students engage in interactive activities using a structured activity sheet during each session. This activity sheet comprises a text, pre-reading questions, and comprehension questions. Additionally, students have access to language support and an audio file of the text, which aid their speaking skills.<br>At the conclusion of the programme, student tutors create one or two activity sheets for their tutees.<\/p>\n\n\n\n<p>The assessment process involves:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Initial and final evaluations of reading proficiency.<\/li>\n\n\n\n<li>Self-assessment by pairs every four sessions.<\/li>\n\n\n\n<li>Continuous observation by teachers throughout the sessions.<\/li>\n\n\n\n<li>Portfolio assessment.<\/li>\n\n\n\n<li>Questionnaires designed to evaluate the programme\u2019s effectiveness.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Sample of activity sheets<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Primary education: <em>Ask Mummy Ask Daddy<\/em>. <a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Act.-sheet-poem.pdf\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Act.-sheet-poem.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Activity sheet<\/a> and <a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/teddy.mp3\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/teddy.mp3\" target=\"_blank\" rel=\"noreferrer noopener\">audio file<\/a>.<\/li>\n\n\n\n<li>Secondary education: <em>Paris, I love you!, I love London, Take me to Cork, New York!!!<\/em> <a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/letters-2.pdf\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/letters-2.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Activity sheet<\/a> and <a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/letters.mp3\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/letters.mp3\" target=\"_blank\" rel=\"noreferrer noopener\">audio file<\/a>.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">How to enroll<\/h2>\n\n\n\n<p>For more information, you can get in touch with Marta Flores via email (<a href=\"mailto:marta.flores@uab.cat\" target=\"_blank\" rel=\"noreferrer noopener\">marta.flores@uab.cat<\/a>).<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td>The programme <em>Reading in pairs<\/em>, which involves peer tutoring and family engagement to enhance reading comprehension skills, has received the \u2018<a href=\"https:\/\/leer.es\/\" data-type=\"URL\" data-id=\"https:\/\/leer.es\/\" target=\"_blank\" rel=\"noreferrer noopener\">Buena Pr\u00e1ctica IberoamericanaLeer.es<\/a>\u2018 seal. Congratulations to the GRAI members, teachers, families, and students from over 200 schools implementing this programme in English, Spanish (<em>Leemos en pareja<\/em>), Catalan (<em>Llegim en parella<\/em>), and Basque (<em>Bikoteka Irakurtzen<\/em>), as well as the supporting institutions.<br><br>Check the infographic of GRAI\u2019s peer tutoring programmes <a href=\"https:\/\/grupsderecerca.uab.cat\/grai\/en\/content\/programmes\" data-type=\"URL\" data-id=\"https:\/\/grupsderecerca.uab.cat\/grai\/en\/content\/programmes\" target=\"_blank\" rel=\"noreferrer noopener\">here<\/a>.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Evidences of the programme\u2019s effectiveness<\/h2>\n\n\n\n<p>Duran, D., Flores, M., Oller, M., &amp; Ram\u00edrez, M. (2019). Reading in pairs: Description and results of a peer tutoring program for English as a foreign language. <em>Innovation in Language Learning and Teaching<\/em>, 13(4), 303\u2013317. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1080\/17501229.2018.1462370\" target=\"_blank\">https:\/\/doi.org\/10.1080\/17501229.2018.1462370<\/a> <a rel=\"noreferrer noopener\" href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2023\/12\/Duran-et-al.-2019-Reading-in-Pairs-description-and-results-of-a-pee.pdf\" target=\"_blank\">(PDF)<\/a><\/p>\n\n\n\n<p>Oller, M. (2017). Reading in pairs programme: How students can improve EFL by working cooperatively. <em>APAC Journal<\/em>, 84, 7\u201317. <a rel=\"noreferrer noopener\" href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2017\/04\/readingapac.pdf\" target=\"_blank\">(PDF)<\/a><\/p>\n\n\n\n<p>Blanch, S., Corcelles, M., Duran, D., Dekhinet, R., &amp; Topping, K. (2014). La escritura y correcci\u00f3n de textos en una tutor\u00eda entre iguales, rec\u00edproca y virtual, para la mejora en ingl\u00e9s y espa\u00f1ol. <em>Revista de Educaci\u00f3n<\/em>, 363, 309\u2013333. <a rel=\"noreferrer noopener\" href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/e-tutoring-Revista-edcuacion-2014.pdf\" target=\"_blank\">(PDF)<\/a><\/p>\n\n\n\n<p>Topping, K. J., Dehkinet, R., Blanch, S., Corcelles, M., &amp; Duran, D. (2013). Paradoxical effects of feedback in international online reciprocal peer tutoring. <em>Computers &amp; Education<\/em>, 61, 225\u2013231. <a href=\"https:\/\/doi.org\/10.1016\/j.compedu.2012.10.002\">https:\/\/doi.org\/10.1016\/j.compedu.2012.10.002<\/a> <a rel=\"noreferrer noopener\" href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2023\/12\/Topping-et-al.-2013-Paradoxical-effects-of-feedback-in-international-o.pdf\" target=\"_blank\">(PDF)<\/a><\/p>\n\n\n\n<p>Duran, D., Blanch. S., Thurston. A., &amp; Topping, K. (2010). Tutor\u00eda entre iguales rec\u00edproca y virtual para la mejora de habilidades ling\u00fc\u00edsticas en espa\u00f1ol e ingl\u00e9s. <em>Infancia y Aprendizaje<\/em>, 33(2), 209\u2013222. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1174\/021037010791114571\" target=\"_blank\">https:\/\/doi.org\/10.1174\/021037010791114571<\/a> <a rel=\"noreferrer noopener\" href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2023\/12\/Duran-et-al.-2010-Tutoria-entre-iguales-reciproca-y-virtual-para-la-.pdf\" target=\"_blank\">(PDF)<\/a><\/p>\n\n\n\n<p>Thurston. A., Duran, D., Cunningham, E., Blanch, S., &amp; Topping, K. (2009). International on-line reciprocal peer tutoring to promote modern language development in primary schools. <em>Computers &amp; Education<\/em>, 53(2), 462\u2013472. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1016\/j.compedu.2009.03.005\" target=\"_blank\">https:\/\/doi.org\/10.1016\/j.compedu.2009.03.005<\/a> <a rel=\"noreferrer noopener\" href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2023\/12\/Thurston-et-al.-2009-International-on-line-reciprocal-peer-tutoring-to-.pdf\" target=\"_blank\">(PDF)<\/a><\/p>\n\n\n\n<p>Duran, D., &amp; Monereo, C. (2008). The impact of peer tutoring on the improvement of linguistic competence, self-concept as a writer and pedagogical satisfaction. <em>School Psychology International<\/em>, 29(4), 481\u2013499. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1177\/0143034308096437\" target=\"_blank\">https:\/\/doi.org\/10.1177\/0143034308096437<\/a> <a rel=\"noreferrer noopener\" href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2023\/12\/Duran-Gisbert-i-Monereo-Font-2008-The-Impact-of-Peer-Tutoring-on-the-Improvement-of-.pdf\" target=\"_blank\">(PDF)<\/a><\/p>\n\n\n\n<h3 class=\"wp-block-heading\">BOOK<\/h3>\n\n\n\n<figure class=\"wp-block-image size-full\"><a href=\"http:\/\/tienda.horsori.net\/coleccion-manuales\/385-cm-39-reading-in-pairs-peer-tutoring-for-reading-and-speaking-in-english-as-a-foreing-language-9788415212799.html\" target=\"_blank\" rel=\"noreferrer noopener\"><img loading=\"lazy\" decoding=\"async\" width=\"443\" height=\"642\" src=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2024\/01\/1-1.jpg\" alt=\"\" class=\"wp-image-2890\" srcset=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2024\/01\/1-1.jpg 443w, https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2024\/01\/1-1-207x300.jpg 207w\" sizes=\"auto, (max-width: 443px) 100vw, 443px\" \/><\/a><\/figure>\n\n\n\n<h4 class=\"wp-block-heading\">Audio files from activity sheets within the book:<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Camels.mp4\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Camels.mp4\" target=\"_blank\" rel=\"noreferrer noopener\">Camels<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Fab_Four.wav\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Fab_Four.wav\" target=\"_blank\" rel=\"noreferrer noopener\">The Fab Four.<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Tongue-twister.wav\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Tongue-twister.wav\" target=\"_blank\" rel=\"noreferrer noopener\">Tongue Twisters.<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Are-you-an-adventurous-traveller.mp4\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Are-you-an-adventurous-traveller.mp4\" target=\"_blank\" rel=\"noreferrer noopener\">Are you an adventurous traveller?<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/SaltyIceExperiment.mp4\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/SaltyIceExperiment.mp4\" target=\"_blank\" rel=\"noreferrer noopener\">Salty Ice Experiment.<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Brownies.mp4\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Brownies.mp4\" target=\"_blank\" rel=\"noreferrer noopener\">Brownies<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/GreenTips.mp4\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/GreenTips.mp4\" target=\"_blank\" rel=\"noreferrer noopener\">Green Tips.<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Minors_Facing_Internet.wav\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Minors_Facing_Internet.wav\" target=\"_blank\" rel=\"noreferrer noopener\">Minors Facing the Internet.<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Summer_Camp_v1.wav\" data-type=\"URL\" data-id=\"https:\/\/webs.uab.cat\/grai\/wp-content\/uploads\/sites\/353\/2016\/11\/Summer_Camp_v1.wav\" target=\"_blank\" rel=\"noreferrer noopener\">Summer Camp.<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Previous studies Reading in pairs is based on the programme Llegim en parella, which has been implemented since 2006 in various languages: Llegim en parella in Catalan, Leemos en pareja in Spanish, and Bikoteka Irakurtzen in Basque.It is a peer tutoring programme (which also includes family involvement) focused on the enhancement of reading comprehension and [&hellip;]<\/p>\n","protected":false},"author":20,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1192","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/pages\/1192","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/users\/20"}],"replies":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/comments?post=1192"}],"version-history":[{"count":21,"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/pages\/1192\/revisions"}],"predecessor-version":[{"id":3475,"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/pages\/1192\/revisions\/3475"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/media?parent=1192"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}