The use of individual tutoring as a method of educational instruction has been prevalent for several decades. One popular tutoring practice is Paired Reading, a reading support technique specifically designed for non-professionals. The accessible nature of Paired Reading makes it an attractive option for schools who wish to capitalise on support offered by community members. This paper reports a multi-faceted evaluation of a Paired Reading programme with primary school children experiencing reading fluency and comprehension difficulties as tutees and university students as volunteer tutors. Tutees engaged in one-on-one reading support sessions with tutors for either 5 or 8 weeks, with each session including 20 min of reading. Although there was no evidence to suggest that Paired Reading improved tutee's reading performance, feedback from tutees and tutors indicated the programme was an extremely positive experience. School staff also welcomed the subjective benefits of the programme. Parents of Paired Reading tutees reported a range of positive observed changes in the reading behaviours and attitudes of their children. This study builds on and contributes to work in the reading support literature, highlighting Paired Reading as a wide-ranging experience offering both tutees and tutors a variety of benefits spanning academic, social, and leisure domains.

几十年来，个人辅导作为一种教育教学方法已经很普遍了。一种流行的辅导实践是配对阅读，这是一种专为非专业人士设计的阅读支持技术。配对阅读的可访问性使其成为希望利用社区成员提供的支持的学校的一个有吸引力的选择。本文报告了对配对阅读计划的多方面评估，其中小学生在作为学生时遇到阅读流畅性和理解困难，而大学生作为志愿者导师。学生与导师进行一对一的阅读支持课程，为期 5 或 8 周，每节课包括 20 分钟的阅读。虽然没有证据表明配对阅读提高了学生的阅读能力，学生和导师的反馈表明该计划是一次非常积极的体验。学校工作人员也欢迎该计划的主观利益。配对阅读学生的家长报告说，他们孩子的阅读行为和态度发生了一系列积极的变化。这项研究建立在阅读支持文献的基础上并有助于阅读支持文献，强调配对阅读是一种广泛的体验，为学生和导师提供跨越学术、社交和休闲领域的各种好处。