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Peer reviewedWinter, Sam – British Journal of Special Education, 1991
The success of the Paired Reading (PR) technique is examined, and a study involving 43 pairs of Hong Kong students (ages 10-11) in a PR project is reported. It is concluded that the projects' success may not lie in the technique itself but in improving tutees' motivation, confidence, and self-esteem as readers. (JDD)
Descriptors: Foreign Countries, Intermediate Grades, Peer Teaching, Performance Factors
