Date of Award:

8-2021

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Kathleen A. J. Mohr

Committee

Kathleen A. J. Mohr

Committee

Cindy D. Jones

Committee

Parker Fawson

Committee

Nicole Pyle

Committee

Tyson S. Barrett

Committee

Chase Young

Abstract

For decades, researchers and practitioners have supported developing readers via synchronous oral reader with a stronger peer or adult tutor. These methods–collectively known as Paired Oral Reading—are purported to promote reading achievement for tutee readers. However, despite nearly 60 years of investigation, no known research has adequately reviewed and synthesized the effects of similar practices commonly known as Paired Oral Reading. This dissertation systematically reviewed the published literature on the various methods of Paired Oral Reading with elementary-age students then meta-analyzed the quantitative studies that met pre-established inclusion criteria. The meta-analysis calculated the effect of Paired Oral Reading outcomes on tutee reading achievement and subsequently investigated differential outcomes for various factors such as tutor type, time variables, and reading outcome (fluency/comprehension). The results indicate that tutees receiving Paired Oral Reading support experience greater achievement with adult tutors over peer tutors and in reading comprehension versus oral reading fluency. The systematic review and meta-analysis of these data demonstrate that strategic use of these methods can support weak or developing elementary readers. Further, it is proposed that future research and application of these techniques are framed as a single family of methods; Synchronous Partnered Oral Reading Techniques (SPORT). Other implications for future research and classroom application of SPORT are discussed.

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