This study examined the effectiveness of a paired reading intervention using curriculum-based measurement (CBM) probes to document reading progress for one fourth- and two third-grade students. These students were considered below-average readers. Parents and children used the paired reading method in their homes for 10 minutes, four times a week. Children and parents were also provided with reading material at their instructional level. Results showed that the children's reading accuracy and rates increased from baseline to follow-up on CBM measures and on pre/posttesting. In addition, students and parents gave favorable treatment acceptability ratings for paired reading. Implications for future research are outlined.
ASJC Scopus subject areas
- Developmental and Educational Psychology