Abstract
In this study ten 9‐ to 11‐year‐old, low progress readers were randomly assigned to receive assistance through one of two remedial reading programmes, i.e. peer tutoring using Pause, Prompt and Praise procedures or an individualised tape‐assisted reading programme (TARP). An educational psychologist trained primary teachers to implement and monitor both programmes. Results of the eight‐week programme indicated substantial gains for readers on both programmes with gains being maintained and even increased at follow‐up. While reading gains for tutees on the peer tutoring programme were similar to those for readers on TARP, the greatest gains were made by peer tutors.
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