The effects of dyad reading and text difficulty on third-graders’ reading achievement

Abstract

This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above-grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers, outscored both proficient and less proficient students in the control group across multiple measures of reading achievement. However, the gains made by assisted readers were not significantly different relative to the various text levels. When all assessments were considered, assisted readers reading texts two grade levels above their instructional levels showed the most robust gains in oral reading fluency and comprehension. Lead readers also benefited from dyad reading and continued their respective reading developmental trajectories across measures.

Investigating the impact of Computer Supported Collaborative Learning (CSCL) to help improve reading comprehension in low performing urban elementary schools

“…In the research on peer collaboration carried out by Morgan et al (2000), they also found that when texts were two grade levels above the readers' abilities, reading scores in standardised tests improved more than when texts were much higher or at the readers' level. More recent research has also found that the assisted readers reading texts two grade levels above their instructional levels showed the most robust gains in oral reading fluency and comprehension (Brown et al 2018). These research findings are also reinforced by the wider research comparing collaborative and individual learning which has found that learning efficiency is greater in group learning than individual learning when the problem-solving tasks are relatively complex (e.g., Kirschner et al 2009;Laughlin et al 2002;Laughlin et al 2006).…”

The Skill, Will, and Thrill of Comprehending Content Area Texts

“…We have a few readings about this that we’ll focus on over the next couple of days. We’ll use our regular partner reading strategy [also known as dyad reading; Brown, Mohr, Wilcox, & Barrett, ].The guidelines were posted on the wall (see Figure ) and students were paired up, with a stronger and weaker reader working together. They immediately got to work, reading the assigned text for the day and talking about rocks and fossils.…”

“…We have a few readings about this that we’ll focus on over the next couple of days. We’ll use our regular partner reading strategy [also known as dyad reading; Brown, Mohr, Wilcox, & Barrett, ].…”

“…Wilcox, and T.S. Barrett, , The Journal of Educational Research , 111 (5), p. 555. Copyright 2017 by Taylor & Francis.…”

How Hard Should the Books Be in Small‐Group Reading? It Depends

“…Some studies have shown that students can successfully comprehend difficult texts. For example, two studies compared young readers partner reading with texts at different difficulty levels and found that the greatest gains occurred for students who read texts two years above their current level (Brown, Mohr, Wilcox, & Barrett, 2017;Morgan, Wilcox, & Eldredge, 2000). Although some studies find no difference in terms of comprehension outcomes when students read different levels of texts (Mathes & Fuchs, 1993;O'Connor, Swanson, & Geraghty, 2010), others have shown that students grow in fluency and comprehension when teachers use difficult texts in conjunction with strong instructional support (Stahl & Heubach, 2005).…”