Abstract

Dyad reading involves a lower level reader paired with a higher level reading partner who models proficient oral reading while providing access to challenging texts. Previous research has reported increased reading fluency and comprehension for participants of dyad reading; however, to date no research has investigated how dyad reading may influence student attitudes toward reading. Using mixed effects linear modeling, this quasi-experimental study of third graders investigated the academic and attitudinal outcomes for students who read in dyads for 15 minutes daily for 90 school days. Results indicated that dyad readers experienced mixed outcomes in improving reading proficiency and a pattern of decline in reading attitudes compared to students in the control group. While lower level dyad readers demonstrated significant gains on a measure of comprehension, there were no differences between groups on several other measures of reading. Recommendations target how to maximize the use of dyad reading to support students’ reading development without eroding their perceptions of themselves as readers.

摘要

Dyad阅读涉及较低级别的阅读器和较高级别的阅读伙伴，后者对熟练的口头阅读进行建模，同时提供对具有挑战性的文本的访问。先前的研究已经报道了二重阅读参与者的阅读流利度和理解能力的提高。然而，迄今为止，尚无研究调查双子阅读如何影响学生的阅读态度。这项对三年级学生的准实验研究使用混合效应线性建模，研究了每天阅读15分钟，在90个教学日内都读过双子集的学生的学术和态度结果。结果表明，与对照组相比，二重阅读器的读者在提高阅读能力和阅读态度下降方面经历了不同的结果。虽然较低级别的二元阅读器的读者在理解能力上有显着提高，但在其他几种阅读方法上，两组之间没有差异。建议的目标是如何最大程度地利用双子阅读来支持学生的阅读发展，同时又不损害他们对读者的看法。