Type of children
1:1 with a better-reading pupil, or a parent
Length of intervention
9 weeks (average); variable sessions, to suit child and circumstances
Tutor and child begin by reading aloud together, and the tutor gradually withdraws, leaving the child to read alone. Techniques are specified for intervening when the child falters or makes an error. Praise is given regularly, and a flowchart is available as an aide-mémoire. This scheme was the first of a series of paired interventions evaluated by Professor Keith Topping, University of Dundee.
For reading accuracy in Y1-11: substantial
For comprehension in Y1-11: remarkable